EXERCISES  FOR 

"METHODS  OF  TEACHING 

IN  HIGH  SCHOOLS  • 


PARKER 


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EXERCISES  FOR 

"METHODS  OF  TEACHING 

IN  HIGH  SCHOOLS 


A  PROBLEM-SOLVING  METHOD 
IN  A  SOCIAL  SCIENCE 


BY 


SAMUEL  CHESTER  PARKER 

PROFESSOR   OF   EDUCATIONAL    METHODS    IN 
THE   UNIVERSITY   OF   CHICAGO 


GINN  AND  COMPANY 

BOSTON     .    NEW   YORK     •    CHICAGO     •    LONDON 
ATLANTA    •    DALLAS    •    COLUMBUS    •    SAN    FRANCISCO 


COPYRIGHT,  1918,  BY  SAMUEL  CHESTER  PARKER 
ALL   RIGHTS   RESERVED 

318.5 


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GINN  AND  COMPANY  •  PRO- 
PRIETORS •  BOSTON  •  U.S.A. 


PREFACE 

Relation  to  the  textbook  ^^  Methods  of  Teaching  in  High 
Schools r  —  These  exercises  are  intended  to  provide  material 
for  a  problem-solving  method  of  using  the  author's  '*  Methods 
of  Teaching  in  High  Schools."  Thus  it  is  one  example  of 
the  recent  movement  to  organize  problem-solving  methods 
in  the  teaching  of  the  social  sciences,  of  which  education 
is  one.  The  exercises  should  give  the  students  practice  in 
interpreting  the  discussions  in  the  textbook  and  in  actually 
applying  these  to  the  solution  of  real  problems  of  teaching. 
For  a  description  of  the  standards  which  the  author  has 
endeavored  to  follow  in  making  the  exercises,  see  page  eioo, 
below,  exercise  lo. 

Explanation  of  arra^igement  of  chapters.  —  Two  types 
of  chapters  are  contained  in  this  book ;  namely,  chapters  of 
exercises  and  chapters  containing  directions  for  teaching 
the  course  and  making  special  assignments  for  papers  to  be 
prepared  by  the  students.  The  chapters  of  exercises  are 
numbered  to  correspond  to  the  chapters  in  the  author's  text- 
book on  ''  Methods  of  Teaching  in  High  Schools."  The 
other  chapters  are  designated  by  capital  letters  (for  example, 
Chapter  A,  Chapter  B)  and  are  distributed  through  the  text 
at  the  points  where  they  will  be  most  effective  and  helpful 
when  encountered  in  the  progress  of  the  course.  The  in- 
structor should  study  carefully  all  of  these  lettered  chapters 
before  beginning  to  teach  the  course  so  as  to  get  a  complete 
perspective  view  of  its  plan  and  organization. 

Page  references.  —  In  the  "  Exercises  "  the  letter  e  (initial 
of  "  Exercises  ")  has  been  placed  before  the  numbers  of  all 
the  pages  in  order  to  distinguish  them  from  the  pages  in  the 


384990 


Evi     EXERCISES  FOR  METHODS  OF  TEACHING 

text  proper.  Most  of  the  references  are  to  the  latter,  but 
when  the  reader  encounters  such  a  reference  as  "page  E56  " 
he  will  feel  immediately  that  this  refers  to  page  E56  in  the 
"  Exercises." 

Rough  map  of  the  course. — A  general  idea  of  the  assign- 
ments arranged  in  the  book  may  be  obtained  from  the 
following  rough  map  of  them  : 

I.  Daily  discussions  of  carefully  assigned  exercises.  See 
page  E14. 

II.  Observations  by  the  whole  class  of  excellent  illustra- 
tive lessons.  Three  of  these  observations  are  suggested  on 
pages  E34,  E63,  and  E82.    Others  should  also  be  arranged. 

III.  Two  lesson  plans  by  students  to  be  based  on  steno- 
graphic reports  of  lessons  contained  in  the  book.  See  pages 
EI  1 5  and  EI  30. 

IV.  Three  long  papers  distributed  at  intervals  as  follows : 

1.  Evaluation  of  selected  recent  high-school  textbooks. 
See  page  E36. 

2.  Summary  of  reading  of  practical  articles  in  recent 
periodicals.    See  page  e/i. 

3.  A  concluding  summary  paper  entitled  ^^ I  shall  Try  to 
Apply  the  Following  Ideas  in  my  Teaching."   See  page  E199. 

V.  A  final  exami7iatio7i  on  one  hundred  and  fifty  selected 
pages.     See  page  E232. 

Class  discussions  with  books  open.  —  In  the  class  discus- 
sions of  exercises  noted  in  paragraph  I,  above,  the  students 
will  have  both  the  ''  Exercises  "  and  the  text  proper  open 
before  them  for  frequent  cross  reference.  ,  It  will  be  found 
that  these  cross  references  require  the  most  careful  analytical 
study  of  both  books.  In  order  to  save  time  in  connection 
with  these  references  a  narrow  bookmark  may  be  inserted 
deep  in  the  inner  margin,  at  the  principal  place  in  each 
book  near  which  the  discussion  centers.  A  narrow  ribbon 
or  narrow  strip  of  paper  cut  from  the  edge  of  a  flyleaf  will 
serve  this  purpose. 


PREFACE  Evii 

Acknowledgments.  —  The  idea  of  preparing  such  an  exer- 
cise book  was  derived  from  Professor  E.  L.  Thorndike's 
pioneer  work  in  this  field  in  his  *'  Principles  of  Teaching  " 
(1907).  Many  helpful  suggestions  have  been  received  from 
Professors  W.  S.  Gray,  R.  L.  Lyman,  and  Mr.  J.  F.  Connelly 
of  the  College  of  Education  of  The  University  of  Chicago. 
From  the  teaching  and  teachers  in  the  High  School  of  The 
University  of  Chicago  much  of  the  illustrative  material  used 
in  the  exercises  has  been  derived.  I  am  indebted  to  the 
dissertation  by  Miss  Romiett  Stevens  of  Columbia  Univer- 
sity, on  "  The  Question  in  Instruction,"  for  portions  of  two 
stenographic  reports  of  lessons,  to  Mr.  J.  M.  McConnel  of 
the  North-East  High  School  of  Detroit  for  an  excellent  series 
of  problem-solving  lessons  in  a  social  science,  and  to  Superin- 
tendent I.  M.  Allen  of  Springfield,  Illinois,  for  a  stenographic 
report  of  a  supervised-study  lesson.  I  have  derived  many  sug- 
gestions and  considerable  material  from  the  work  of  students 
in  my  classes  in  methods  of  teaching  in  high  schools. 

S.  C.  PARKER 


CONTENTS 

The  lettered  chapters  contain  directions  to  instructors  and  students.   The 

chapters  of  exercises  are  numbered  to  correspond  with  the  chapters  in  the 

textbook  "  Methods  of  Teaching  in  High  Schools  " 

PAGE 

Chapter  A.   Be  a  Model  of  Good  Teaching    .....  E3 

Chapter  B.    Profitable  Program  for  First  Class  Meeting   .  e; 

Exercises    on    Chapter    I.     Introduction  —  Scope    of    the 

Book .  Eio 

Chapter  C.    Assigning  and  Studying  Exercises    .     .     .     .  E14 

Exercises  on   Chapter  II.     Broadening  Purposes  of  High- 
School  Instruction E17 

Chapter  D.    Short  Written  Tests E23 

Chapter  E.    Review  Discussions E26 

Exercises  on  Chapter  III    Economy  in  Classroom  Manage- 
ment   E28 

Chapter  F.    First  Observation  Assignment E34 

Chapter  G.    Evaluating  High-School  Textbooks  ....  E36 

Exercises  on   Chapter  IV.    The  Selection  and  Arrangement 

of  Subject  Matter E40 

Chapter  H.    Maintain  Apparent  Coherence E52 

Chapter  I.    Adapt  to  Length  of  Course E54 

Eviii 


CONTENTS  Eix 

PAGE 

Exercises  on    Chapter   V.    Types  of  Learning  involved  in 

High-School  Subjects E55 

Exercises  on  Chapter  VI.    Acquiring  Motor  Control       .     .  E56 

Exercises  on  Chapter  VII.  Associating  Symbols  and  Mean- 
ings :   Learning  a  Foreign  Vocabulary E63 

Chapter  J.    Periodical  Reading  on  Teaching  Special  Sub- 
jects      E71 

Chapter  K,   Wayside  Suggestions  to  the  Instructor    .     .  E73 

Exercises  on  Chapter  VIII.    Practice  or  Drill E74 

Exercises  on  Chapter  IX.    Reflective  Thinking     ....  E82 

Section  I.    Problem- Solving E82 

Section  II.   Acquiring  Abstract  and  General  Meanings  .      .  E97 

Chapter  L.    Anticipate  Lesson  Planning E115 

Exercises  on    Chapter  X.     Forming  Habits  of  Harmless 

Enjoyment    . E117 

Chapter  M.    Specialized  Individual  Observations    .     .     .  E141 

Exercises  on  Chapter  XI.    Training  in  Expression     .     .     .  E142 

Chapter  N.   Oudine  of  the  System  :  Get  the  Transition  .  E156 

Exercises  on    Chapter  XII.     Self-Activity  and  Appercep- 
tion        EI  58 

Exercises  on   Chapter  XIII.    Influence  of  Age  on  Learn- 
ing   E175 

Exercises  on  Chapter  XIV.  Interests,  the  ^asis  of  Economy 

in  Learning E177 

Chapter  O.    Be  an  Artist-Teacher E188 

Exercises  on    Chapter  XV.     Adapting    Class    Instruction 

to  Differences  in  Capacity E190 


EX      EXERCISES  FOR  METHODS  OF  TEACHING 

PAGE 

Chapter  P.    Condense  into  a  Usable  System     .     .     .     .  E198 

Exercises  ofi  Chapter  XVI.    Supervised  Study      .     .     .     ,  E203 

Exercises  on  Chapter  XVII.   The  Use  of  Books  .     .     .     .  E216 

Exercises  on  Chapter  XVI  11.  Conversational  Methods  .     .  E229 

Chapter  Q.    Final  Examination  on  Selected  Parts  .     .     .  E232 

Exercises  on  Chapter  XIX.    Laboratory  Methods      .     .     .  E235 

Exercises  on  Chapter  XX.    The  Art  of  Questioning  .     .     .  E241 

Exercises  on  Chapter  XXI.    Practice  Teaching  and  Lesson 

Planning E243 

Exercises  on    Chapter  XXII.     Measuring  the  Results  of 

Teaching E245 

Chapter   R.    The  Last  Word :    Public  Service  and  the 

Gospel  of  Recreation E251 

INDEX E259 


EXERCISES  FOR 

"METHODS  OF  TEACHING 

IN   HIGH  SCHOOLS" 


EXERCISES  FOR 

''  METHODS  OF  TEACHING 

IN  HIGH  SCHOOLS" 

CHAPTER  A^ 

BE  A  MODEL  OF  GOOD   TEACHING 

{To  be  read  by  instructor  mid, students) 

A  method  course  should  be  a  model  of  good  teaching.  — 
A  course  in  methods  of  teaching  should  exempUfy  in  itself 
the  best  methods  of  teaching,  thus  serving  as  a  model  to 
the  prospective  teachers  in  the  course  and  illustrating  the 
fundamental  principles  of  teaching  which  it  presents.  This 
exercise  book  is  intended  to  aid  instructors  who  are  using 
the  author's  ''  Methods  of  Teaching  in  High  Schools  "  as 
a  textbook  to  conduct  their  courses  most  effectively  accord- 
ing to  these  ideas.  The  principles  of  teaching  which  it 
aims  to  exemplify  are  the  following : 

1 .  Practically  worth  while.  —  The  course  should  seem 
worth  while  to  members  of  the  class.  Since  this  is  a  voca- 
tional course,  it  should  seem  practically  worth  while ;  that 
is,  it  should  appear  to  each  student  to  have  definite  practical 
value  for  him. 

2.  Interesting.  —  The  course  should  interest  the  students. 
The  practical  appeal  suggested  in  the  preceding  paragraph 

^  This  book  contains  two  types  of  chapters :  those  designated  by  letters 
contain  directions  to  instructors  and  students  ;  those  designated  by  Roman 
numerals  contain  exercises  paralleling  the  chapters  with  corresponding 
numbers  in  the  author's  "Methods  of  Teaching  in  High  Schools." 

E3 


E4:,:     EXBRCISES  FOR  METHODS  OF  TEACHING 

provides  one  of  the  surest  bases  for  interest.  However,  a 
course  may  be  practical  and  still  be  uninteresting  drudgery. 
Hence  other  bases  of  interest  should  be  provided.  Among 
these  are  the  following : 

{a)  Abundance  of  real  examples.  For  most  students 
abstractness  is  deadening ;  reality  gives  life  to  the  course. 

ib)  Appeals  to  curiosity  and  mental  activity  through 
exercises  which  are  phrased  as  problems. 

{c)  Enjoyment  of  the  humor  in  class  situations.  Three 
laughs  during  a  class  hour  may  relieve  wonderfully  the 
overwhelming  serious  tension  or  ennui  that  often  comes 
from  a  prolonged  systematic  discussion.  A  moment  of  relax- 
ation after  ten  minutes  of  concentrated  attention  is  helpful 
to  continued  attention. 

3.  Individual  differences.  —  The  course  should  provide 
for  individual  differences  in  the  interests  and  capacities 
of  members  of  the  class.  This  principle  is  especially  impor- 
tant in  a  general-method  course  for  prospective  high-school 
teachers,  since  their  practical  interests  vary  so  much  with 
the  subjects  they  expect  to  teach.  Any  large  class  of  college 
juniors  and  seniors  in  a  method  course  will  be  sure  to  contain 
some  students  who  are  interested  in  only  one  of  the  following 
groups  of  subjects  :  {a)  literature  and  languages  ;  {b)  history 
and  other  social  sciences ;  {c)  mathematics  and  sciences ; 
'id)  fine  and  industrial  arts.  As  a  consequence,  a  discussion 
of  methods  of  teaching  foreign  languages  may  be  of  practical 
interest  to  only  part  of  the  class,  while  a  discussion  of  lab- 
oratory methods  or  training  in  expression  may  interest  other 
parts.  Prospective  high-school  teachers,  however,  should 
realize  that  in  their  first  teaching  positions  they  may  have 
to  teach  subjects  in  which  they  have  had  no  special  interest 
in  college.  Even  with  this  corrective,  the  instructor  in  the 
method  course  will  secure  better  results  if  he  differentiates 
his  assig7iments  with  reference  to  the  present  specialized 
interests  of  his  students. 


BE  A  MODEL  OF  GOOD  TEACHING  E5 

Differences  in  the  capacities  of  his  students  should  lead 
the  instructor  to  minimize  abstract  assignments  for  members 
of  the  class  who  have  little  capacity  for  abstractions  ;  to 
reduce  the  amount  of  work  expected  of  slow  students ;  and 
to  suggest  extra  assignments  for  ambitious  capable  members 
of  the  class  who  desire  further  knowledge  along  certain  lines. 

4.  Self -activity.  —  The  course  should  provide  abundant 
opportunity  for  self-activity  by  the  students  in  at  least  two 
forms,  as  follows  : 

{a)  There  should  be  reflective  interpretation  by  the  students 
of  the  ideas  in  order  to  understand  them. 

{b)  There  should  be  thoughtful  application  of  these  ideas 
to  teachittg  situations  by  the  students.  This  practice  should 
form  practical  habits  which  the  student  can  carry  over  and 
utilize  in  actual  teaching  situations ;  that  is,  the  practice 
should  not  be  simply  in  elucidating  theory  but  in  applying 
theory  as  he  should  apply  it  when  actually  engaged  as  a 
teacher. 

5 .  Profitable  recitations.  —  Recitations  should  provide 
occasions  for  the  students  to  interpret^  criticize^  supplement^ 
and  apply  the  textbook.  These  recitations  should  commonly 
be  conducted  with  books  open.  The  recitation  is  not  the 
place  to  test  the  student's  preparation,  except  incidentally. 
Short  written  tests  should  be  used  to  test  preparation.  Oral 
memory  recitations  are  futile  and  a  waste  of  time. 

6.  Economy  of  time. — Eco7tomy  of  the  student's  time 
should  be  obtained  by  presenting  to  him  valuable  educational 
experiences  as  expeditiously  as  possible.  Wherever  possible, 
avoid  having  the  student  waste  a  lot  of  time  searching  for 
an  experience.  To  this  end,  observations  of  high-school 
teaching  should  be  conveniently  and  carefully  arranged,  col- 
lections of  the  best  high-school  textbooks  in  all  lines  should 
be  made  easily  accessible,  and  exercises,  as  a  rule,  should 
contain  data  for  problems  to  be  solved  instead  of  asking 
pupils  to  search  for  the  data. 


e6      exercises  for  METHODS  OF  TEACHING 

7.  Condensed  into  usable  system.  —  Finally,  the  main 
points  should  be  strongly  impressed  upon  the  student  and 
the  entire  course  organized  and  condensed  into  a  workable 
system  of  ideas  about  teaching.  Upon  completing  the  course 
each  student  should  feel  that  he  has  mastered  these  funda- 
mental ideas  of  method  and  possesses  clear-cut  plans  for 
achieving  artistic  success  as  a  teacher.  A  number  of  varied 
directions  and  assignments  are  included  by  the  author  to 
attain  this  end.  The  most  effective  of  these  is  the  term 
paper  described  below,  on  page  E199,  in  which  the  student 
is  required  to  summarize  the  ideas  that  he  does  expect 
actually  to  use  when  teaching. 

Explanation  of  Page  Designations 

An  E  has  been  inserted  before  the  pages  of  the  Exer- 
cises to  facilitate  distinguishing  them  from  the  pages  of 
the  "  Methods  of  Teaching  in  High  Schools."  When  the 
instructor  says  ''  page  e6  "  or  the  student  reads  "  page  e6," 
the  latter  will  know  immediately  that  this  refers  to  the 
Exercises,  whereas  "  page  6  "  refers  to  the  textbook  proper. 


CHAPTER   B 

PROFITABLE  PROGRAM  FOR  FIRST  CLASS 
MEETING 

{To  be  read  by  instructor  and  students) 

The  first  meeting  of  the  class  in  Methods  of  Teaching 
should  be  used  in  some  profitable  manner  as  described  on 
pages  32-33  of  Parker's  textbook.  Four  possibilities  are 
suggested,  as  follows  : 

1.  Information  about  students. — The  instructor  may  take 
steps  to  acquaint  himself  with  the  students  by  distributing 
mimeographed  copies  of  the  information  blank  printed  below 
on  page  E9. 

2.  Outline  of  course. — The  instructor  should  outline  the 
plans  for  conducting  the  course,  explaining  the  use  of  text- 
book, exercises,  informal  lecturing,  library  work,  observation, 
written  tests,  etc. 

In  this  connection  it  is  well  to  develop  an  outline  of  the 
topics  of  the  course  on  the  blackboard.  For  the  topics  in 
this  outline  see  the  model  on  page  E156  of  the  exercise 
book.  Some  such  anticipatory  discussions  of  material  to  be 
read  are  always  helpful  to  students. 

Include  examples  in  outline.  —  The  outline  should  be 
relieved  of  abstractness  by  giving  striking  examples  under 
each  heading ;  for  example,  under  broadening  purposes  dis- 
cuss democratization  for  two  minutes ;  under  economy  in 
management  give  some  examples  of  large  savings  in  busi- 
ness or  classroom  management ;  under  the  special  types  of 
learning  indicate  which  high-school  subjects  are  emphasized 
in  each  type ;    under  individual  differences  show  that  the 

E7 


e8      exercises  for  METHODS  OF  TEACHING 

brightest  pupil  often  has  half  of  his  time  to  loaf,  etc.  These 
examples  may  be  taken  from  later  discussions  in  the  text- 
book or  they  may  be  original  examples  from  the  instructor's 
experience. 

3.  Anticipatory  assignment. — Assign  exercises  11 -13  on 
Chapter  I  and  the  first  two  exercises  on  Chapter  II  with 
textbook  pages  1-13  and  pages  502-505.  The  student's 
reading  of  this  material  should  be  anticipated  by  some  dis 
cussion.  The  outline  described  above  anticipates  part  of  it. 
The  discussion  of  science  versus  opiition  may  be  anticipated 
by  telling  the  students  to  note  carefully  in  the  quotation 
from  Thorn  dike  on  page  504  (which  is  assigned  in  exer- 
cises 1 1- 1 3)  that  scientific  investigations  may  be  described 
as  follows  : 

(i)  Impartial  (4)  Subject  to  verification  by  any 

(2)  Objective  competent  observer 

(3)  Mathematically  precise      (5)  Made  by  specialized  experts 

These  points  should  be  kept  on  the  blackboard  before  the 
class,  and  the  students  should  be  told  to  consider  them  in 
answering  exercises  11-13. 

In  general,  the  practice  of  having  preparatory  class  dis- 
cussions of  material  in  the  text  before  the  latter  is  read 
might  be  continued  to  advantage  throughout  the  course  in 
assigning  those  portions  of  the  book  which  are  abstract  or 
difficult  to  understand.  In  many  places,  however,  the  text 
is  so  easily  understood  that  such  preliminary  discussions  are 
unnecessary. 

4.  Initiatory  discussion.  —  Finally,  if  any  portion  of  the 
hour  remains,  it  may  be  spent  to  advantage  upon  a  discus- 
sion of  some  of  the  earlier  exercises  on  Chapter  I.  These 
exercises  require  no  outside  preparation  but  serve  to  initiate 
in  the  students  the  reflective  attitude  toward  teaching  which 
they  should  maintain  in  the  course. 


PROGRAM  FOR  FIRST  CLASS  MEETING  E9 

Information  about  Students  in  the  Course 

The  information  secured  on  the  following  blank  will  enable 
the  instructor  to  study  the  individual  interests,  needs,  and 
preparation  of  the  students  in  the  course  on  ''  Methods  of 
Teaching  in  High  Schools." 


I.  Name 2.  Hometown 

3.  Number  of  college  credits 4.  Expect  to  graduate 191.. 

5.  Preparing  to  teach  in  high  school  the  following  subjects  (name 

three) ;. 

6.  Courses  taken  in  department  of  education,  names  or  numbers 

of  courses  and  names  of  instructors 

7.  Courses  taken  in  psychology  with  names  of  instructors 


8.  Courses  taken  in  the  theory  of  teaching  individual  subjects  as 
English,  mathematics,  etc 


9.  Experience  in  observing  teaching.. 
10.  Experience  in  practice  teaching 


1 1 .  Experience  in  regular  teaching  (number  of  years,  grades  or 

subjects,  place) 

12.  Are  you  very  timid  about  participating  in  class  discussion? 


EXERCISES  ON  CHAPTER  P 

INTRODUCTION  — SCOPE  OF  THE  BOOK 

Initiation  by  Unprepared  Exercises 

The  first  six  exercises  below  raise  certain  issues  which 
may  be  taken  up  for  class  discussion  without  preparation 
and  independent  of  the  textbook,  and  will  help  to  initiate  the 
class  in  discussing  the  field  of  methods  of  teaching.  If 
the  instructor  desires  to  use  them  on  the  first  day,  before 
the  students  have  obtained  their  books,  they  may  be  written 
on  the  blackboard  or  mimeographed. 

1.  Factors  in  teacher  s  success.  —  What  other  factors  than 
knowledge  of  subject  matter  will  play  a  part  in  determining 
your  success  as  a  high-school  teacher  ? 

2.  Factors  emphasized  by  different  persons. —  Of  all  these 
factors  (including  subject  matter)  which  would  each  of  the 
following  persons  be  most  likely  to  emphasize : 

(i)  The  president  of  the  board  of  education  or  the  superin- 
tendent in  a  small  schocj  system  who  might  employ  you  ? 

(2)  The  ordinary  academic  college  pro/essor  who  advises  you  ? 

(3)  The  pro/essor  of  education  ? 

3.  Yotir  own  evaluation.  —  Which  of  these  factors  do 
yoii  consider  the  most  important  ?    Why  ? 

4.  Bearing  of  this  cojirse.  —  Which  of  these  factors  do 
you  expect  this  course  or  this  textbook  to  improve  in  you  ? 

5.  Preference  for  subjects.  —  If  you  were  equally  well 
prepared  in  the  subject   matter  of  the  following   subjects 

1  The  chapters  designated  by  Roman  numerals  contain  exercises 
paralleling  the  chapters  with  corresponding  numbers  in  the  author's 
"Methods  of  Teaching  in  High  Schools." 


INTRODUCTION  — SCOPE  OF  THE  BOOK      eii 


and  equally  interested  in  them  all,  which  would  you  prefer 
to  teach  ?  Why  ?  (Note  that  your  preparation  and  your 
interest  in  the  subject  are  not  to  be  factors  in  determining 
your  preference.    There  must  be  other  reasons.) 

English  composition  Greek  history 

English  literature  American  history 

Latin,  two  years  Chemistry 

Mathematics,  two  years  General  science 

Civics  Home  economics 

6.  Ease  of  success.  —  Which  of  the  above  subjects  can  be 
taught  successfully  with  greatest  ease  ?    Why  ? 

"  Opinion  "  in  Education  versus  a  *'  Science  " 
OF  Education 

The  following  exercises  will  assist  in  getting  the  class 
in  a  "  scientific  "  frame  of  miiid  for  class  discussions  and 
start  some  consideration  of  standards  for  determining  the 
reliability  of  opinions  expressed  about  teaching. 

7.  Rank  of  authorities. —  (a)  From  your  previous  studies 
in  education  name  one  American  writer  on  education  to 
whom  you  would  givQ  first  rank. 

(b)  What  is  the  dasis  of  your  chpice  ? 

(c)  Name  one  writer  of  mucA  lower  rafik. 

8.  Relative  validity  of  opinioiis.  —  Compare  the  probable 
validity  of  the  opuiions  of  the  writers  mentioned  in  answer- 
ing exercise  7.    Whose  opinions  are  most  reliable  ?    Why  ? 

9.  Value  of  knowing  source  of  opinions. —  (a)  In  view  of 
the  above  discussion,  in  quoting  an  opinion  about  education 
would  it  be  worth  while  to  know  whose  opinion  it  is  ?    Why  f 

(b)  In  case  of  important  issues  in  teaching  would  you 
expect  college  students  to  remember  whose  opinions  they 
are  learning? 

(c)  Would  you  expect  them  to  remember  in  case  of  impor- 
tant discussions  in  politics  ?   in  evolution  ?   in  history  ? 


EI 2      EXERCISES  FOR  METHODS  OF  TEACHING 

Characteristics  of  ''  Scientific  "  Study 

Read  pages  S02-^0^. —  After  reading  the  paragraph  at 
the  middle  of  page  3  of  the  textbook,  read  from  the  middle 
of  page  502  to  the  middle  of  page  505.  In  the  long  quota- 
tion from  Thorndike  found  there,  note  that  he  says  that 
the  judgments  or  conclusions  of  science  may  be  described 
as  follows : 

(i)  Impartial  (4)  Subject  to  verification  by  any 

(2)  Objective  competent  observer 

(3)  Mathematically  precise       (5)  Made  by  specialized  experts 

Note  especially  what  he  means  by  "  objective "  and 
*'  mathematically  precise."  The  following  exercises  will  help 
to  clarify  the  idea  of  science  versus  opinion  in  education. 

10.  Changing  opinions  to  scie^ice.  —  After  reading  the 
assignment  poted  in  the  preceding  paragraph  note  below  a 
series  of  quotations  about  teaching. 

(a)  Keeping  in  mind  Thorndike's  discussion  of  "  objec- 
tivity "  and  **  mathematical  precision,"  state  in  which  one  of 
these  quotations  it  would  be  easiest  to  remove  the  statement 
from  the  realm  of  7nere  opinion  to  the  realm  of  verified 
scientific  conclusions. 

(b)  How  would  you  proceed  to  do  so  ? 

(c)  In  which  case  would  it  be  most  difficult  to  carry  out 
exercise  10(a).?    Why.? 

{d)  In  which  case  would  it  not  be  easy^  but  still  quite 
possible  ?    Describe  how  you  would  proceed. 

QUOTED  STATEMENTS  TO  BE  USED  IN  ANSWERING 
EXERCISE  10 

(i)  "  Our  school  courses  are  not  adapted  to  the  average  child. 
The  average  child  cannot  keep  up  with  the  work  as  planned,  and 
the  slow  has  even  a  smaller  chance  of  doing  so." 

(2)  "  Our  schools  as  they  now  exist  are  better  fitted  for  the 
girls  than  for  the  boys." 


INTRODUCTION  — SCOPE  OF  THE  BOOK      EI3 

(3)  "  In  common  with  all  sciences,  training  in  physics  has  a 
moral  value.  There  is  ...  a  development  of  conscience  to  be 
got  from  the  careful  statement  of  exact  laws." 

(4)  "  English  is  almost  the  only  opportunity  available  in  the 
secondary  school  for  acquainting  pupils  with  the  fundamental  laws 
of  art,  which  are  also  the  laws  of  moral  living." 

(5)  "  The  average  age  of  American  pupils  on  entering  the  sec- 
ondary school,  fourteen,  is  too  high  for  the  best  results  in  foreign- 
language  study  .  .  .  the  age  of  ten  would  be  better." 

(6)  "  It  is  not  the  school  work  as  such  which  is  injurious  to 
the  health  of  the  ordinary  adolescent,  but  he  suffers  most  from 
the  multitude  of  his  outside  interests." 

(7)  "  The  younger  pupils  in  high  school  adjust  themselves  more 
readily  to  its  regime  and  do  the  work  more  successfully  than  the 
older  pupils." 

11.  Scientific  method  in  various  subjects. —  Compare  the 
ease  of  making  objective,  mathematically  precise,  scientific 
studies  in  education  with  the  ease  of  making  similar  studies 
in  some  one  of  the  following  subjects.  Choose  a  subject  in 
which  you  have  had  some  experience,  and  explain. 


Chemistry 

Biology 

Physics 

Economics 

Geology 

Psychology 

12.  Parkers  text;  science  or  opinion  f — In  view  of  the 
above  discussion  and  the  fact  that  the  use  of  precise, 
objective  measurement  in  education  is  in  its  infancy  (see 
p.  502),  would  you  expect  opinion  or  science  to  predomi- 
nate in  Parker's  textbook  .?    Explain. 

13.  Why  is  education  a  S7tap  ? — In  view  of  the  above 
discussion,  why  are  courses  in  education  often  considered 
a  ''  snap  "  by  college  students  } 


CHAPTER  C 

ASSIGNING  AND   STUDYING   EXERCISES 
How  TO  Assign  Exercises 

Purpose  of  exercises.  —  The  exercises  are  intended  to 
provide  for  reflective  study  of  the  textbook  by  the  students 
and  to  provide  for  recitations  which  interpret,  supplement^ 
criticize,  and  apply  the  discussions  in  the  textbook.  As  a 
rule,  each  exercise  grows  out  of  some  specific  topic,  para- 
graph, or  sentence  in  the  text,  and  this  relation  should  be 
kept  in  mind  in  the  teaching. 

Assign  a  few  specific  exercises  and  require  students  to 
discuss  them.  —  In  assigning  exercises  to  be  studied  it  is 
well  to  observe  the  following  rules : 

{ci)  Assign  specific  exercises  for  a  given  recitation,  each 
instructor  choosing  carefully  those  with  which  he  thinks  he 
can  get  the  best  discussions. 

{p)  Limit  the  number  to  approximately  ten  for  each 
recitation. 

{c)  Be  sure  to  require  the  students  to  discuss  the  exer- 
cises assigned  for  each  recitation. 

If  exercises  are  assigned  indefinitely  or  in  too  great 
numbers,  or  if  the  instructor  does  the  discussing,  most 
students  will  cease  to  prepare  carefully,  and  the  class  period 
will  degenerate  into  a  slipshod  discussion  by  students  or  a 
lecture  by  the  instructor. 

Some  unprepared  exercises. —  In  addition  to  the  assigned 
exercises  upon  which  careful  preparation  is  expected,  unas- 
signed  exercises  may  be  taken  up  in  class  after  the 
assigned  exercises  have  been  discussed. 

E14 


ASSIGNING  AND  STUDYING  EXERCISES       E15 

How  TO  Study  for  Class  Discussions 

First  reading.  Read  rapidly^  not  slowly. —  In  reading  an 
assignment  in  the  textbook  for  the  first  time,  read  rapidly. 
This  rapid  reading  can  be  facilitated  by  looking  for  the 
main  point  or  points  in  each  paragraph.  The  discovery 
of  these  points  is  all  that  is  necessary  at  first  reading. 
Reliable  experimental  studies  have  shown  that  slow,  plod- 
ding reading  is  commonly  much  less  effective  than  rapid 
analysis  of  a  paragraph  to  lift  out  its  main  ideas. 

Underline  principal  phrases  and  words.  —  As  the  main 
ideas  are  discovered,  underline  the  principal  phrases  or 
words.  This  helps  in  two  ways ;  namely,  (i)  it  aids  in 
concentration  of  attention  at  the  time  and  (2)  it  provides 
for  an  easy,  rapid,  effective  review  later.  As  a  rule,  do  not 
underline  whole  sentences ;  for  the  reader's  purpose  a  part 
of  a  sentence  is  usually  more  effective  than  the  whole. 

Exercises.  Study  the  exercises  and  make  memoranda  of 
answers.  —  After  reading  the  assignment  in  this  rapid 
selective  manner,  study  the  exercises  assigned,  making  a 
memorandum  of  the  main  point  in  each  answer  on  the 
margin  of  the  exercise  book.  Often  it  will  be  necessary  to 
restudy  certain  parts  of  the  assignment  in  the  textbook  in 
order  to  work  out  the  answers  to  the  exercises. 

Second  reading.  Note  headlines  and  underlined  parts. — 
Finally,  read  the  assignment  again  rapidly,  noting  especially 
the  paragraph  headlines  and  underlined  parts.  If  there  are 
some  parts  which  you  do  not  understand  readily,  you  may 
either  pause  to  dig  out  the  meaning  or  make  a  note  to  ask 
the  instructor  about  them. 

Conditions.  Arrange  favorable  physical  conditions.  —  Be 
sure  to  arrange  favorable  physical  conditions  for  study  wher- 
ever possible,  thus  avoiding  the  distractions  that  arise  from 
poor  light,  unnecessary  noises,  other  interesting  matters  in 
sight  or  hearing,  etc.  (see  Frontispiece,  above). 


Ei6      EXERCISES  FOR  METHODS  OF  TEACHING 

Read  discussion  of  study  in  the  textbook.  —  For  a  fuller 
discussion  of  some  of  the  above  suggestions  read  pages  403- 
4 1 1  of  Parker's  textbook,  in  which  the  factors  in  effective 
studying  are  discussed  at  length. 

Some  suggestions  for  studying  for  written  tests  will  be 
given  later  in  this  exercise  book. 


EXERCISES  ON   CHAPTER  II 

BROADENING   PURPOSES   OF   HIGH-SCHOOL 
INSTRUCTION 

Democratization  of  High  Schools 

1.  What  teachers  are  for.  —  (a)  Do  you  approve  or  dis- 
approve of  the  quotation  entitled  "What  we  are  For,"  found 
on  pages  12-13?    Why  ? 

(&)  Do  you  expect  to  put  it  thoroughly  into  practice  or 
to  modify  it  when  you  teach  ?    Why  ? 

(c)  What  difficulties  might  you  encounter  in  carrying  it  out  ? 

2.  Survival  of  the  fittest,  leadership,  etc.  —  (a)  Explain 
the  strong  points  in  each  of  the  following  quotations. 

(6)  Point  out  the  weak  points  in  each. 

By  the  democratic  Mr.  Mc Andrews,  instigator  of  "  What  we  are 
For.'" — ''  Believe  me  'the  survival  of  the  fittest,'  'the  education 
of  leaders,'  '  the  aristocracy  of  learning,'  and  '  the  maintenance  of 
standards '  are  the  most  fatuous  doctrines  for  the  debilitation  of 
teachers  that  selfish  and  pedantic  educators  ever  promulgated.  To 
hear  a  high-school  teacher  excuse  her  failure  by  asserting  that  we 
must  always  have  hewers  of  wood  and  drawers  of  water  and  that 
high  school  is  no  place  for  them,  makes  me  blush  for  our  democracy," 

By  the  democratic  Thomas  JeffersoJi,  formulator  of  American 
principles  of  democracy. —  In  "Notes  on  the  State  of  Virginia," 
after  describing  free  elementary  schools  which  were  to  be  provided, 
Jefferson  said :  "  These  schools  [are]  to  be  under  a  visitor,  who  is 
annually  to  choose  the  boy  of  best  genius  in  the  school,  of  those 
whose  parents  are  too  poor  to  give  them  further  education,  and 
to  send  him  forward  to  one  of  the  grammar  schools,  of  which 
twenty  are  proposed  to  be  erected  in  different  parts  of  the  country 
for  teaching  Greek,  Latin,  geography  and  the  higher  branches  of 
numerical  arithmetic.    Of  the  boys  thus  sent  in  any  one  year,  trial 

E17 


EI 8      EXERCISES  FOR  METHODS  OF  TEACHING 

is  to  be  made  at  the  grammar  schools  one  or  two  years,  and  the 
best  genius  of  the  whole  selected,  and  continued  six  years,  and 
the  residue  dismissed.  By  this  means  twenty  of  the  best  geniuses 
will  be  raked  from  the  rubbish  annually,  and  be  instructed,  at  the 
public  expense,  so  far  as  the  grammar  schools  go."  (Printed  in 
E.  E.  Brown's  "  Making  of  Our  Middle  Schools,"  p.  207.  Italics 
not  in  the  original.) 

3.  Training  leaders.  —  (a)  Name  seven  positions  from 
the  presidency  of  the  United  States  to  shop  foreman  or 
floorwalker  in  which  qualifications  for  leadership  are  needed 
even  in  a  democracy. 

(6)  Describe  some  of  the  qualifications  necessary  for 
siiccessftil  leadership  in  two  of  these  positions. 

(c)  At  what  age  in  school  should  general  training  for 
leadership  begin  1 

{d)  Should  any  special  training  for  special  positiofts  of 
leadership  be  provided  during  the  high-school  age.?  Explain. 

Vocational  versus  Liberal  Training 

4.  Vocational  origms  of  schools.  —  (a)  For  what  vocations 
did  each  of  the  following  provide  training } 

(i)  The  early  Latin  Grammar  Schools 

(2)  The  early  New  England  Academies 

(3)  The  original  plan  for  the  Boston  English  High  School 

(6)  How  did  these  schools  change  with  progress  of  time 
in  relation  to  vocational  training .? 

5.  Direct  traini?tg. —  What  is  the  significance  and  force 
of  the  word  "directly,"  in  the  sixth  line  from  the  bottom 
of  page  10.? 

6.  Greek  idea  of  ^^  liberaV  education. —  (a)  One  of  the 
great  Greek  philosophers  said  that  the  purpose  of  a  "liberal" 
education  is  to  train  for  the  beautiful  enjoyment  of  leisure 
time.  If  you  are  familiar  with  Greek  industrial  history, 
explain  the  development  of  this  conception. 


BROADENING  PURPOSES  OF  INSTRUCTION     EI9 

(b)  Show  its  influence  upon  the  attitudes  of  present-day 
classical  teachers  toward  vocational  training. 

7.  Liberal  edncatio7i  redefined.  —  (a)  In  the  quotation 
from  Cubberley  on  pages  13  to  15  underline  the  statement 
which  seemed  most  unique  to  you  and  mark  it  //. 

(h)  Which  of  his  ideas  is  most  helpful  in  general?  Why? 

8.  Practical  judgment. —  Illustrate  what  is  meant  by  the 
words  *'the  awakening  and  refining  of  the  practical  judg- 
ment of  the  girl,"  found  on  page  15  ;  for  example,  what  are 
some  of  the  situations  in  which  she  has  to  use  practical 
judgment  ? 

Ultimate  Aims  of  Teaching 

9.  Phases  of  efficiency, —  Describe  the  difference  in  the 
relative  importance  of  each  of  the  following  aims*in  the 
education  of  boys  and  of  girls:  ''economic  efficiency," 
"  domestic  efficiency,"  ''  civic  efficiency." 

10.  Average  civic  efficiency. —  In  order  to  secure  a  well- 
governed  city,  would  it  be  sufficient  if  each  citizen  voted 
regularly,  intelligently,  and  with  good  will  ?    Explain. 

11.  Efficiency  versus  morality.  —  (a)  Which  of  the  follow- 
ing statements,  (i)  or  (2),  do  you  prefer?    Why? 

(i)  A  certain  royal  family  of  Europe  were  socially  very  efficient 
in  organizing  and  controlling  the  economic,  political,  educational, 
charitable,  and  religious  life  of  their  country,  but  they  were  immoral 
because  they  were  actuated  by  selfish  and  unhumanitarian  motives. 

(2)  This  royal  family  were  socially  inefficient  because  they  were 
actuated  by  selfish  and  unhumanitarian  motives. 

(p)  What  bearing  does  your  preference  have  on  a  state- 
ment of  the  aims  of  teaching? 

12.  Harmless  enjoyment.  —  Discuss  some  of  the  following 
items  in  relation  to  training  for  the  enjoyment  of  leisure : 

(i)  Puritanism 

(2)  Developments  from  rural  to  urban  life 

(3)  Trade  unions 


E20      EXERCISES  FOR  METHODS  OF  TEACHING 

(4)  English  industrial  efficiency,  gambling,  and  drunkenness 

(5)  German  singing 

Proximate  Aims  of  Teaching 

13.  Miscellaneous  applications  of  proximate  aims. —  In 
the  teaching  of  each  item  in  the  following  list  indicate  which 
proximate  aim  is  most  prominent,  by  labeling  as  follows  : 
with  Inf.  if  information  is  most  prominent ;  with  H .  if 
habits  ;  with  Id,  if  ideals  ;  with  Int.  if  interests. 


(i)  Pulleys 

(21)  Plain  sewing 

(2)  Washington    at    Valley 

(22)  Putting    down    problems, 

Forge 

for    example,    in    long 

(3)  Chlorine 

division 

(4)  Direct  and  indirect  dis- 

3 

course 

33I999 

(5)   Kneadmg  bread 

99 

(6)  Coal  and  iron  deposits 

instead  of 

in  United  States 

^  ^y  1  i~v/~ki^  t  ^ 

(7)   Battle  of  pass  of  Ther- 

33|999[3 
99 

mopylae 

(8)   Bacteria 

(23)  Spanish  American  War 

(9)  Periclean  Age  in  Athens 

(24)  Use  of  ''shall"  and  "will" 

(10)  Grasshoppers 

(25)  Napoleon 

(it)  American  Constitution 

(26)  Ivanhoe 

(12)  Corn 

(27)  Garbage  disposal 

(13)   Spartan  life 

(28)  King  Arthur 

(14)   Glaciation 

(29)  Transportation 

(15)   Logarithms 

(30)  ^sop's  Fables  in  French 

(16)   Tennis 

(31)  Pronunciation    of    ich    in 

(17)    Work  in  physics 

German    or    son    neveu 

(18)  Effect   on   signs  of  re- 

in French 

moving  parenthesis 

(32)  Color  schemes  in  interior 

(19)  Giving  known  axiom  or 

decoration 

proposition    as   basis 

(33)  Erosion 

of  each  new  step  in 

(34)  Current  events 

a  geometry  proof 

(35)  Swimming 

(20)   City  elections 

BROADENING  PURPOSES  OF  INSTRUCTION     e2I 

14.  Habits:  special  and  general.  —  (a)  Describe  some  of 
the  very  -special  habits  acquired  in  arithmetic,  algebra, 
geometry,  or  trigonometry,  in  the  sense  in  which  special 
is  used  on  page  20.  (Several  examples  could  be  made  from 
the  use  of  parentheses  in  algebra.) 

(&)  On  the  other  hand,  describe  some  more  general  habits 
formed  in  these  studies,  such  as  the  habit  of  constructing 
geometry  figures  carefully.  Another  example  is  given  in 
the  list  in  exercise  13. 

15.  Habits:  dissimilarities  in  general  habits ;  a  difficult 
bnt  suggestive  exercise.  —  If  you  have  studied  psychology 
try  to  determine  how  similar  the  several  habits  of  accuracy 
described  on  page  20  really  are  from  the  standpoint  of  what 
a  person  really  does  when  he  is  accurate  in  any  one  of  the 
cases  given ;  for  example,  compare  in  detail  the  act  of 
"  being  accurate  in  measuring  and  sawing  a  board  to 
18  inches  long"  with  the  act  of  '*  being  accurate  in  de- 
scribing an  automobile  accident  exactly  as  it  occurred." 

16.  Ideals :  technique  of  teaching.  —  A  teacher  said  she 
taught  Greek  history  to  inculcate  ideals^  not  to  give  infor- 
mation. How  might  she  teach  the  battle  of  the  pass  of 
Thermopylae,  or  some  other  familiar  incident,  in  order  to  be 
successful  in  securing  the  results  described  on  pages  21-22  .? 

17.  Abiding  interests. —  Do  you  consider  the  following 
outburst  from  an  idealistic  college  student  to  be  too  Utopian  } 
Explain. 

"  If  early  in  high-school  a  pupil's  interests  are  awakened,  aroused 
enough,  in  science,  in  English,  or  history  or  manual  arts,  you  will 
get  him,  I  firmly  believe,  to  determine  to  continue  his  study  even 
after  he  leaves  high-school.  Instead  of  a  bum,  a  loafer,  or  a  flunky 
to  some  paste-diamond  studded  politician,  you  will  have  a  clean 
minded,  alert,  vividly  interested  young  fellow  bent  upon  further 
satisfying  his  curiosity  in  science  research,  in  journalism  or  in 
studying  the  art  of  designing  a  really  beautiful  chair  or  table,  for 
instance." 


E22      EXERCISES  FOR  METHODS  OF  TEACHING 

18.  Information  ;  remembering  education. —  Students  in 
courses  in  education  often  object  to  learning  anything  defi- 
nitely and  permanently.  They  seem  to  be  looking  merely 
for  ''  inspiration." 

(a)  Have  you  acquired  from  Parker's  textbook  as  yet  any 
ideas  which  you  think  it  would  be  worth  while  for  you  to 
remember  until  you  begin  teaching  t  If  so,  what  are  some 
of  them } 

(&)  If  you  have  not,  glance  rapidly  through  the  book  and 
see  if  you  can  find  two  ideas  that  you  think  it  would  be 
worth  while  to  remember  until  you  begin  teaching,  and 
make  a  memorandum  of  them  here. 

(c)  On  the  other  hand,  indicate  certain  facts  or  informa- 
tion in  the  book  which  you  need  not  remember  for  a  long 
time,  but  which  are  useful  in  developing  a  "  point  of  view  " 
or  in  giving  ''inspiration"  or  "ideals"  or  "interests." 

{d)  How  long  should  these  be  remembered  ? 

19.  Health. — Write  out  an  exercise  (question  or  problem) 
about  "  health  "  which  will  compensate  for  Parker's  neglect 
to  include  an  exercise  on  this  important  proximate  aim  (see 
"The  Last  Word,"  Chapter  R,  below). 


CHAPTER  D 

SHORT  WRITTEN  TESTS 
{To  be  given  frequently) 

Purpose.  Provide  stimulus y  diagnosis ^  and  training. — 
The  course  in  methods  of  teaching  should  micXxiiAe,  frequent 
short  written  tests.  These  tests  will  provide  {a)  a  stimulus 
to  study,  {b)  a  means  of  diagnosis  of  the  student's  needs 
and  progress,  and  {c)  a  valuable  form  of  training.  As  a 
rule  college  students  themselves  favor  frequent  short  written 
tests,  as  shown  by  the  evidence  given  on  page  495  of 
Parker's  textbook.  The  advantages  and  technique  of  such 
testing  are  described  at  length  on  pages  493-502  of  the 
text.  This  discussion  should  be  read  rapidly  by  the  students 
and  studied  carefully  by  the  instructor. 

Technique.  Assign  carefully;  avoid  surprise  tests. —  One 
written  test  for  every  four  or  five  class  meetings,  and  vary- 
ing from  fifteen  to  thirty  minutes  in  length,  is  sufficient  to 
stimulate  careful  study  by  the  students  and  to  secure  a  valid 
measure  of  their  diligence,  ability,  and  progress.  In  order 
to  avoid  undue  nervous  strain^  the  test  should  not  be 
a  "  surprise,"  but  its  time  and  scope  should  be  carefully 
announced  some  days  in  advance,  so  as  to  enable  students 
to  plan  their  studying  and  reviewing  for  it. 

Give  ample  time  to  express  main  ideas. —  Moreover,  to 
relieve  nervous  tension  during  the  period  of  writing,  students 
should  understand  that  they  will  have  as  much  time  as  most 
of  them  need  to  express  their  main  ideas.  This  involves  a 
slight  modification  of  the  rigor  recommended  on  pages  496- 
497.    By  careful  preparation  of  his  questions,  and  attention 

E23 


E24      EXERCISES  FOR  METHODS  OF  TEACHING 

to  the  progress  that  the  class  is  making  while  writing,  the 
instructor  can  determine  how  much  time  to  allow  during 
each  test.  A  preliminary  warning  of  "  three  minutes  more  " 
given  before  the  expiration  of  the  time  helps  many  students 
to  finish  writing  the  ideas  they  have  in  mind. 

Formulate  definite  questions ;  require  paragraphing  of 
points. —  In  order  to  facilitate  grading,  the  questions  should 
be  so  worded  as  to  call  for  very  definite  answers.  Students 
should  be  required  to  separate  and  paragraph  their  points. 
This  practice  trains  the  student  as  well  as  facilitates  grading. 

Include  questions  on  review  and  advance  reading.  —  It 
is  well  to  include  in  each  written  test  one  question  on  text 
matter  that  has  already  been  covered  in  the  class  discussions 
and  one  on  advance  reading ;  otherwise,  some  very  bright, 
busy  students  will  try  to  bluff  their  way  through  without 
doing  the  advance  reading,  depending  entirely  on  studying 
during  recitation  periods. 

Assignment  of  first  test.  —  The  first  written  test  may 
come  very  well  after  the  class  has  finished  the  discussion  of 
Chapter  II,  on  Broadening  Purposes.  Include  as  advance 
reading  part  of  Chapter  III,  to  page  41,  which  contains 
some  general  theory  and  some  practical  applications. 

How  TO  Study  for  Written  Tests 

Purpose.  Review  to  understand,  organise,  and  remem- 
ber,—  The  following  suggestions  supplement  those  given 
above,  on  page  ei  5,  concerning  studying  for  class  discussions. 
After  the  rapid  reflective  study  of  an  assignment  recom- 
mended there,  the  student  should  review  it  in  order  {a)  to 
get  a  better  understa7iding  of  the  main  ideas  by  studying 
carefully  the  supporting  details  ;  ip)  to  organize  the  material 
for  his  own  thinking  or  to  master  the  organization  presented 
in  the  text ;  and  {c)  to  store  up  or  remember  some  of  the 
material  for  use  in  later  parts  of  the  course  and  some  ideas 
for  later  use  when  teaching. 


SHORT  WRITTEN  TESTS  E25 

Technique.  Make' indented  outline  of  abbreviated  asser- 
tions.—  The  first  step  in  such  careful  reviewing  is  writing 
an  outline  or  brief  of  the  main  ideas.  These  outlines  should 
express  full  ideas  to  the  person  who  makes  thenty  both  at 
the  time  and  when  used  later  for  further  review.  Hence 
they  consist  of  assertions  and  not  merely  topics,  but  the  lan- 
guage may  be  greatly  abbreviated.  For  example,  the  whole 
discussion  of  Luther's  attitude  given  on  page  7  of  the  text 
could  be  represented  in  a  note  as  follows  : 

Luther,  about  1500, 

would  train  promising  lads 

to  supply  preachers,  scribes,  etc. 

Other  examples  of  outlines  are  found  on  pages  29,  199- 
200,  and  at  the  bottom  of  209  of  the  text.  On  page  209 
notice  how  much  is  told  by  the  effective  use  of  brackets  in 
the  outline.  The  indenting  of  subordinate  ideas  and  the 
placing  of  each  idea  on  a  separate  line  are  also  helpful.  For 
a  further  discussion  of  the  value  of  outlining,  see  pages  407, 
410,  280-281. 

Be  self-active  in  outlining .  —  Selective  activity  on  your 
part  will  increase  the  effectiveness  of  your  outlining.  To 
simply  copy  the  author's  headlines  or  topical  sentences  is 
not  as  helpful  as  selecting  and  phrasing  the  points  yourself. 

Review  text  and  outlines  at  psychological  intervals. —  In 
order  to  secure  the  largest  permanent  retention  of  material 
from  the  fewest  reviews  or  repetitions,  it  is  desirable  to  allow 
favorable  intervals  of  time  to  elapse  between  reviews  of  the 
same  material  instead  of  relying  on  a  few  continuous  repeti- 
tions. Good  advice  concerning  such  distribution  of  repetitions 
is  given  in  the  long  quotation  on  page  163  of  the  text. 

Rapid  active  reading  in  reviewing.  —  It  is  probably  well 
in  reviewing  to  read  rapidly  and  actively,  as  recommended 
above,  on  page  ei  5,  in  the  case  of  studying  new  material.  If 
time  intervenes  between  the  reviews,  it  is  easier  to  make  the 
reviewing  be  of  the  active,  attentive  type, 


CHAPTER  E 

REVIEW  DISCUSSIONS 

Purpose.  Review ;  especially  at  transitions.  —  Review 
discussions  by  the  class  or  summaries  by  the  instructor 
should  be  frequent.  They  are  especially  helpful  at  transition 
points  in  the  course,  after  one  large  topic  has  been  com- 
pleted and  before  another  is  taken  up.  They  should  be 
accompanied  by  an  outline  on  the  blackboard  of  the  main 
points  up  to  date. 

A  sample.  Picttcre  of  blackboard  outline.  —  The  out- 
line on  the  blackboard  for  the  first  review  discussion  would 
resemble  that  shown  in  the  picture  on  page  E27. 

What  have  we  done  that  is  worth  while  ?  —  The  talk  or 
discussion  which  would  accompany  this  outline  might  pro- 
ceed somewhat  as  follows : 

In  view  of  the  theoretical  nature  of  our  discussion  so 
far,  it  is  well  to  ask,  What  have  we  accomplished  in  our 
discussion  that  is  worth  while  ? 

Developing  prof essional  attitudes.  —  The  answer  is  that  we 
have  been  developing  certain  professional  attitudes  toward 
the  problems  of  teaching.  These  attitudes  may  be  described 
as  follows : 

Science  and  opinion. —  In  trying  to  determine  the  best 
methods  of  teaching,  we  should  give  preference  to  the 
impartial  objective,  precise  conclusions  of  scientific  studies 
instead  of  mere  opinion.  If  we  have  to  rely  on  opinion, 
prefer  that  of  especially  qualified  judges,  such  as  John 
Locke,  Dewey,  and  Thorndike. 

Broader  aims.  —  The  broader  aims  of  teaching  should 
also  determine  our  choice  of  methods.    In  the  modern  high 

E26 


REVIEW  DISCUSSIONS 


E27 


school  democratic  purposes  are  prominent  and  each  pupil 
is  given  both  liberal  and  vocational  training.  In  analyzing 
the  values  of  any  material  or  method  we  should  consider 


>^^ 


3.  H'^^^-^^^'^'^.JWt.J; 


SAMPLE  BLACKBOARD  OUTLINE  THROUGH  CHAPTER  II 
Reproduced  exactly  as  developed  in  class 

the  way  in  which  it  contributes  health,  information,  habits, 
interests,  or  ideals  as  the  basis  of  social  efficiency,  good 
will,  and  habits  of  harmless  enjoyment. 

These  ideas  of  teaching  serve  to  develop  a  liberal-minded^ 
sciefttijicy  democratic  attitude  toward,  our  work. 


EXERCISES  ON   CHAPTER  III 

ECONOMY  IN  CLASSROOM  MANAGEMENT 
Business  Management  versus  Democratic  Ideals 

1.  Ideal  versus  routine . —  What  is  the  difference  between 
an  ''  ideal  school  "  and  a  "  well-routinized  school  "  ? 

2.  School  conditions  versus  business  conditio7is. —  Can 
scientific  business  management  in  classrooms  be  carried 
out  as  effectively  as  in  manufacturing  plants  or  commercial 
houses  ?    Explain. 

3.  Intelligent  spontaneity.  —  What  is  the  significance  of 
the  phrase  ''intelligently  spontaneous,"  found  in  the  first 
paragraph  on  page  29  ? 

4.  Hozv  long  to  routinize.  —  Under  proper  conditions, 
how  long  should  it  take  for  the  several  routine  factors  out- 
lined on  page  27  to  become  automatic  ? 

First-Day  Teaching 

5.  Review  or  introduction.  —  In  beginning  first-day  in- 
struction as  suggested  on  page  33,  which  method  would  be 
most  effective  in  each  of  the  following  subjects,  —  "  review  *' 
or  "  introduction  "  ?    Why  ? 

Algebra        *  Physiology 

English  composition  Botany 

Latin  Cooking 
English  history 

6.  German:  alternative  beginitings. —  Discuss  the  good 
and  bad  points  of  the  following  examples  of  what  a  teacher 
of  first-year  German  might  take  up  on  the  first  day : 

E28 


ECONOMY  IN  CLASSROOM  MANAGEMENT    E29 

(i)  The  declension  of  the  indefinite  article. 

(2)  The  sounds  of  the  German  letters 

(a)  with  word  examples, 

(b)  purely  alphabetically. 

(3)  The  telling  of  a  very  simple  folk  tale  which  pupils  know 
in  English. 

(4)  A  few  very  simple  sentences  with  common  words. 

(5)  Why  people  ought  to  know  German. 

(6)  The  easiest  way  to  learn  German. 

7.  Colorful' introductions.  —  Give  an  interesting  example 
from  some  other  subject  to  parallel  the  use  of  the  Darwin 
example  in  the  following  paragraph  by  a  college  student : 

"  Above  all  things  this  introductory  talk  must  not  be  a  technical 
one ;  it  must  be  in  terms  of  the  learner ;  it  must  be  interspersed 
with  colorful  details  which  will  catch  pupils'  interest.  Casual  refer- 
ence to  books  should  be  made  (at  same  time  write  title  and  author 
on  the  board),  with  a  short  and  interesting  detail  or  two  about  the 
author's  life,  e.g.  '  Darwin  was  a  frail,  puny  boy.  He  was  a  star 
truant  —  instead  of  going  to  school  on  a  bright  Spring  morning, 
he  would  sprawl  under  some  tree  near  a  brook  and  watch  with  all 
diligence  the  bugs,  frogs  and  fish  in  the  water.  When  he  was  a 
young  man  he  made  a  journey  around  the  world.' " 

Miscellaneous  Routine  Matters 

8.  Seating;  back  and  front. — Which  of  the  following  pro- 
cedures is  better  in  classes  of  twenty  or  more  pupils  }   Why  1 

(i)  To  assign  pupils  permanent  seats  for  the  term. 

(2)  To  assign  seats  at  the  beginning  of  the  term  and  inter- 
change those  pupils  in  the  front  and  rear  parts  of  the  room 
periodically ;    for  example,  every  two  weeks. 

9.  Roll  call;  time  consumed. —  (a)  How  many  minutes 
does  it  take  to  call  the  roll  in  one  recitation  with  a  class 
of  twenty   students } 

(b)  What  bearing  does  your  answer  have  on  the  desirability 
of  assigned  seats  ? 


E30      EXERCISES  FOR  METHODS  OF  TEACHING 

10.  Mathematics  equipment.  —  (a)  Check  the  parts  of  the 
equipment  described  below  which  you  would  expect  to  use 
in  teaching  mathematics,  and  explain  your  choice. 

(6)  Would  you  expect  students  to  like  the  pictured  equip- 
ment }    Explain. 

EQUIPMENT 

"A  good  equipment  is  necessary  if  the  best  results  in  a  course 
in  mathematics  are  to  be  obtained.  The  following  is  a  complete 
list  of  materials  for  classroom  use  and  for  the  pupil. 


s^ 


pupil's  equipment  for  mathematics 

I.  Pupil's  Equipment 

I  No.  6  notebook,  containing  unruled  paper,  squared  paper, 

and  theorem  paper 50 

Squared  paper  is  used  in  all  graphical  work.    Theorem  paper 
may  be  used  until  the  pupil  has  learned  the  conventional 
form  of  writing  the  proofs  of  theorems. 
I  protractor  (good  make) .25 


ECONOMY  IN  CLASSROOM  MANAGEMENT    E31 

I  compass 15 

1  ruler  (with  perforations) 05 

The  perforations  in  the  ruler  must  fit  the  rings  of  the  note- 
book. Protractor  and  compass  also  should  be  attached  to 
the  rings  (see  picture  on  page  E30). 

2.  Teacher's  Desk  Equipment 

Pupils  frequently  lose  or  forget  books  and  instruments.  A 
teacher's  desk  equipment  makes  it  possible  to  supply  such  pupils 
with  instruments  for  a  class  period,  i  doz.  compasses,  2  doz.  pencils, 
J-  doz.  protractors,  and  2  doz.  rulers  will  be  sufficient  for  this  purpose. 

3.  Classroom  Equipment 

6  large  pointers .       .60 

6  blackboard  rulers 00 

These  should  be  about  3  in.  wide,  3  ft.  long  and  have  handles. 
A  class  in  shopwork  can  easily  make  such  rulers. 

1 2  blackboard  compasses 3.50 

3  blackboard  protractors 1.50 

2  45°  large  wooden  triangles 0.00 

2  30°  large  wooden  triangles 0.00 

I  box  colored  crayons  (assorted) 60 

A  squared  blackboard 

A  very  good  squared  board  is  formed  by  lines  drawn  on  the 

blackboard,  letting  a  side  of  a  square  be  a  little  longer 

than  an  inch. 
A  bookshelf  with  several  of  the  leading  texts  and  histories 

of  secondary  mathematics."  —  Breslich,  "  Teacher's  Guide 

for  First- Year  Mathematics  " 

11.  Science  notebooks. —  How  would  you  manage  the 
collection  and  distribution  of  science  notebooks  with  three 
sections,  twenty  pupils  in  a  section  ? 

12.  Complaints  of  history  notebooks.  —  How  would  you 
respond  to  a  complaint  in  the  high-school  daily  paper  that 
your  history  notebooks  required  an  unreasonable  amount 
of  work  ? 


E32      EXERCISES  FOR  METHODS  OF  TEACHING 

13.  Lesson  procedure.  —  Should  the  order  of  class  work 
be  routinized ;  for  example,  in  a  foreign-language  class  should 
some  such  invariable  order  as  the  following  prevail  ? 

(i)  Assignment  of  new  lesson  (3)  Form  writing 

(2)  Vocabulary  test  .  (4)  Translation 

14.  Close  of  period.  —  Confusion  and  consequent  waste 
often  occur  at  the  end  of  a  period  of  instruction  because 
the  teacher  has  not  anticipated  the  end.  Describe  a  device 
that  the  teacher  might  adopt  to  avoid  this  confusion. 

Discipline  and  Control  :   Order 

15.  Jesuit  reserve.  —  Does  the  position  of  the  Jesuit 
writer  quoted  on  pages  45-47  in  regard  to  an  attitude  of 
"  extreme  reserve  "  appear  well  taken  in  the  light  of  your 
own  school  experience?    Explain. 

16.  Class  versus  playgroiind  attitudes.  —  Should  the 
attitude  of  a  teacher  towards  pupils  in  the  classroom  differ 
from  his  attitude  towards  them  on  the  playground  ?   Explain. 

17.  ''Mr.''  and  ''Miss''  versus  "John"  and  "Mary."  — 
(a)  Should  pupils  be  addressed  as  Mr.  or  Miss  So-and-so 
or  by  their  given  names  in  high-school  classes  t    Why  1 

(b)  What  principle  in  the  text  applies  ? 

18.  Objective  attitudes.  —  (a)  On  page  47  what  does 
Parker  mean  by  a  ''  purely  objective,  impersonal  attitude  "  ? 

(6)  What  are  the  "  objects  "  which  he  considers  ? 

(c)  What  conditions  to-day  make  it  difficult  for  the  teacher 
to  keep  this  attitude .? 

{d)  Discuss  the  various  ways  by  which  the  "objective 
attitude  "  might  be  cultivated. 

19.  Tact.  —  Suggest  tactful  ways  of  handling  these 
situations  : 

(i)  In  a  school  where  Latin  I  is  compulsory  a  student  says  to 
the  teacher,  "  My  papa  says  Latin  is  unimportant  anyway.  I  am 
going  to  do  just  enough  work  to  get  through." 


ECONOMY  IN  CLASSROOM  MANAGEMENT     E33 

(2)  In  an  English  class,  outside  reading  of  a  certain  kind  and 
amount  is  assigned  for  a  certain  day.  On  that  day  two  thirds  of 
the  class  do  not  have  it.  (Is  it  possible  that  the  teacher  needs 
to  reprove  himself  in  this  case  ?) 

20.  Opening  remark. — The- opening  remark  by  a  teacher 
in  a  case  of  disorder  is  very  important. 

(a)  In  case  you  found  two  boys  tossing  a  tennis  ball 
in  the  hall,  v^hich  of  the  following  "  openers  "  would  you 
prefer  to  use }    Why  } 

(i)  "  The  tennis  courts  are  just  north  of  the  building." 

(2)  "  Don't  you  know  that  playing  ball  in  the  halls  is  forbidden?" 

(6)  What  opening  remark  would  you  make  in  the  follow- 
ing cases } 

(i)  You  enter  your  classroom  and  find  two  boys  wrestling  on 
the  floor. 

(2)  Some  unknown  boy  throws  chalk  during  a  geometry  period, 
although  this  form  of  disorder  seldom  occurs  in  your  class  and 
has  not  occurred  for  some  time. 

Supplementary  Bibliography 

CoLviN,  S.  S.  Introduction  to  High-School  Teaching.  (The 
Macmillan  Company.)  Chapters  IV-VI  contain  excellent  discus- 
sions of  school  discipline,  with  practical  examples.  Chapter  VII 
discusses  economy  in  classroom  management.    Very  helpful. 


CHAPTER  F 

FIRST  OBSERVATION  ASSIGNMENT 

Purpose.  Chosen  to  illustrate  prijtciples  in  Chapters  II, 
III,  and  IV. —  By  the  time  Chapter  III  is  completed,  the 
class  has  a  sufficient  number  of  ideas  concerning  teaching 
to  make  a  profitable  observation.  It  is  highly  desirable  to 
have  this  be  an  observation  by  the  whole  class  of  a  high- 
school  lesson  especially  chosen  to  illustrate  principles  already 
discussed  and  to  provide  material  which  may  be  used  to 
illustrate  part  of  the  discussions  in  Chapter  IV.  Hence 
we  want  a  lesson  that  will  provide  good  material  for  con- 
sidering the  following : 

(i)  Broadening  purposes  of  high-school  teaching 

(2)  Routine  in  management 

(3)  Progressive  adaptation  of  subject  matter 

General  science.  —  For  this  purpose  probably  the  best 
lesson  to  observe  is  a  combined  discussion  and  laboratory 
lesson  in  first-year  general  science.  If  such  a  lesson  is 
available  for  observation,  the  class  should  be  told  to  read 
the  account  of  general-science  courses  on  pages  85-89  in 
anticipation  of  the  observation.  If  a  general-science  lesson  is 
not  available,  probably  a  similar  lesson  in  some  other  first-year 
science  would  provide  the  best  examples  for  observation. 

Technique.  Write  a  report  according  to  directions  on 
pages  §1^-^16. —  Members  of  the  class  should  be  asked 
to  write  a  report  on  the  observation  according  to  the  direc- 
tions given  at  the  bottom  of  page  515  of  the  textbook  and 
based  on  paragraphs  I,  II,  and  III  on  page  516. 

E34 


FIRST  OBSERVATION  ASSIGNMENT  E35 

Try  to  see  excellent  teaching,  —  The  instructor  should 
endeavor  to  secure  an  excellently  taught  lesson  for  observa- 
tion, not  a  mediocre  or  poor  one.  Obviously  such  an  excel- 
lent example  is  more  instructive  for  the  observers,  who 
should  be  required  to  analyze  its  excellent  features.  Bad 
examples  do  observers  little  good,  and  destructive  criticism 
and  analysis  cultivates  a  bad  spirit  between  the  department 
of  education  and  the  school  of  observation.  It  is  impor- 
tant to  maintain  a  spirit  of  friendly  cooperation  with  the 
principal  of  the  observation  school  and  to  consult  in  ad- 
vance with  the  teacher  to  be  observed,  so  that  the  latter 
may  know  what  phases  of  method  the  instructor  desires  to 
have  illustrated. 

Stimulate  free  nondogmatic  evaluation ;  encotirage  ob- 
served teacher.  —  In  order  to  encourage  free  expression  of 
opinion  on  the  part  of  the  observers,  it  is  not  advisable  to 
permit  the  observed  teacher  to  be  present  at  the  discussion 
of  the  observation.  In  this  discussion  both  the  students 
and  instructor  should  avoid  extreme  dogmatism  in  render- 
ing their  judgments,  since  there  is  still  wide  range  for  very 
rational  difference  of  opinion  in  judging  many  phases  of 
teaching.  The  main  points  brought  out  in  the  discussion 
might  be  reported  to  the  observed  teacher,  if  he  is  inter- 
ested in  knowing  them.  These  points  should  certainly 
emphasize  the  excellences  of  the  lesson,  although  possible 
further  developments  of  the  teacher's  technique  should  also 
be  suggested  if  these  suggestions  would  seem  to  be  welcome 
and  the  instructor  is  very  tactful. 


CHAPTER  G 

EVALUATING  HIGH-SCHOOL  TEXTBOOKS     ' 

{Learn  to  know  the  best  in  your  subject) 

Purpose.  Predominance  of  textbook  teaching  necessitates 
acquaintance. —  In  view  of  the  fact  that  most  high-school 
teaching  is  textbook  teaching,  one  of  the  most  practical  exer- 
cises for  a  prospective  high-school  teacher  is  to  familiarize 
himself  with  the  best  high-school  textbooks  in  his  subject. 
For  example,  a  prospective  teacher  of  English  should  be 
familiar  with  the  best  high-school  rhetorics,  best  manuals  of 
oral  composition,  best  volumes  of  selected  readings,  and 
many  books  of  fiction,  popular  science,  etc.  suitable  for 
high-school  readers. 

Assemble  Textbooks 

Technique.  Locate  or  assemble  best  recent  texts.  —  While 
the  instructor  and  institution  are  primarily  responsible  for 
providing  access  to  up-to-date  textbook  collections,  any 
assistance  which  the  students  themselves  may  render  will  be 
good  training  for  them.  Hence  some  type  of  cooperative 
committees  may  be  devised  by  the  instructor  to  assist  in 
making  suitable  textbooks  available  for  examination. 

Sources  of  information.  —  The  following  sources  are  most 
important  in  securing  information  about  books  which  should 
be  secured  for  examination  :  {a)  publishing  houses,  especially 
the  large  textbook  companies ;  {b)  reviews  and  advertisements 
of  textbooks  in  educational  periodicals ;  (c)  well-trained,  dis- 
criminating teachers  in  high  schools  and,  occasionally,  in 
colleges. 

E36 


HIGH-SCHOOL  TEXTBOOKS  E37 

Dont  ovenvhelm  students  with  mediocre  books, —  In  pre- 
paring the  collection  of  textbooks  to  be  examined  do  not 
include  books  of  questionable  value.  Endeavor  to  include 
only  textbooks  of  high  quality  so  that  each  student  secures 
large  profit  from  the  few  hours  spent  on  the  assignment. 
The  collection  should  be  reserved  in  the  library  and  a 
mimeographed  list  of  the  books  distributed  to  the  students. 

Especially  notable  books. — Some  textbooks  are  so  greatly 
superior  to  others  that  a  teacher  who  fails  to  know  the  best 
in  his  subjects  is  losing  one  of  the  greatest  opportunities  to 
improve  his  teaching.  Each  of  the  books  mentioned  below, 
for  example,  is  an  excellent  piece  of  textbook-making  and 
should  be  examined  by  every  teacher  of  the  subject  concerned. 

Mathematics, —  E.  R.  Breslich,  ''First- Year  Mathematics" 
and  ''  Second- Year  Mathematics  "  (The  University  of  Chicago 
Press,  191 5  and  19 16).  See  page  83  of  Parker's  text  for 
a  description  of  the  content  of  these  books.  They  are  based 
on  years  of  experimentation  in  teaching  mathematics,  by  the 
author,  who  is  head  of  department  of  mathematics  in  The 
University  of  Chicago  High  School. 

General  science.  —  Caldwell,  O.  W.,  and  Eikenberry, 
W.  L.,  "  Elements  of  General  Science "  (Ginn  and  Com- 
pany, 19 1 4).  The  excellence  of  this  book  is  due  to  wide 
experience  of  the  first  author  as  professor  of  the  teaching 
of  science  and  of  the  second  author  as  a  high-school  teacher 
of  several  sciences  (see  page  88  of  Parker's  text  for 
outline). 

History. —  In  this  subject  excellent  work  has  been  done 
under  the  unusually  skilled  editorship  of  Professor  J.  H. 
Robinson  of  Columbia  University.  The  following  texts  are 
especially  excellent  examples  of  the  series : 

Robinson,  J.  H.,  "  History  of  Western  Europe  "  (Ginn 
and  Company,  1903).  This  is  the  first  of  Robinson's  texts 
(see  page  75  of  Parker's  text  for  a  quotation  from  the 
Preface). 


E38      EXERCISES  FOR  METHODS  OF  TEACHING 

Robinson,  J.  H.,  ''  Medieval  and  Modern  Times  "  (Ginn 
and  Company,  1916).  This  is  the  fourth  and  latest  of  the 
author's  texts. 

Muzzey,  D.  S.,  "An  American  History  "  (Ginn  and  Com- 
pany, 191 1). 

Cheyney,  E.  P.,  '*A  Short  History  of  England "  (Ginn 
and  Company,  1904). 

English  composition.  —  Many  excellent  textbooks  have 
appeared  recently  in  this  subject.  They  are  notable  because 
they  are  written  primarily  from  the  standpoint  of  the  high- 
school  pupil  instead  of  the  college  professor  of  rhetoric. 
Three  of  these  are  listed  on  page  E155  and  should  certainly 
be  known  by  every  prospective  teacher  of  English. 

Authors  specialize  in  technique  of  making  textbooks.  — 
One  general  reason  for  the  excellence  of  these  books  is 
that  their  authors  or  editors  are  men  who  have  made  a 
very  special  study  of  the  technique  of  making  good  text- 
books. Other  textbooks  could  be  mentioned  which  would 
also  take  very  high  rank,  but  enough  have  been  named  to 
illustrate  the  general  point  of  special  excellence  in  textbook- 
making  and  the  desirability  of  knowing  the  best. 

Evaluate  Selected  Textbooks 
{Special  assignment  based  on  Chapter  IV) 

Purpose.  Apply  principles  determining  selection  and  ar- 
rangement of  subject  matter. —  In  connection  with  the  next 
chapter  (IV),  "  The  Selection  and  Arrangement  of  Subject 
Matter,"  the  class  should  be  given  practice  in  evaluating  high- 
school  textbooks  in  terms  of  the  principles  described  there. 

Amottnt  of  assignment  depends  on  facilities. — The  amount 
or  extent  of  the  assigned  work  with  the  books  will  depend 
on  the  number  of  books  available  and  their  accessibility.  If  a 
carefully  selected  collection  of  the  best  recent  textbooks  is 
available  on  reserve  shelves  in  the  university  library,  students 


HIGH-SCHOOL  TEXTBOOKS  E39 

may  do  much  excellent  evaluating  of  them  in  a  brief  time. 
If  books  have  to  be  secured  from  scattered  sources,  so  much 
time  is  consumed  in  gathering  them  that  students  cannot 
be  expected  to  work  with  so  many. 

Assignment.  Examine  prefaces  and  text  matter.  —  Ex- 
amine the  prefaces  and  text  matter  of  several  (?)  textbooks 
in  one  or  two  subjects  which  you  expect  to  teach  in  high 
school,  except  foreign  languages. 

Write  comparative  paper  based  on  prefaces  and  text. — 
Write  a  brief  paper  setting  forth  the  extent  to  which  these 
books  embody  the  principles  concerning  the  selection  and 
arrangement  of  subject  matter  discussed  in  Chapter  IV  of 
Parker  s  textbook.    Include  in  your  paper  the  following : 

{a)  Short  exact  quotations  from  the  prefaces  setting  forth 
their  use  of  these  principles. 

{b)  Your  own  general  comparative  evaluation  of  the  books. 
Base  this  evaluation  not  only  on  an  examination  of  the 
prefaces  but  also  on  an  examination  of  the  text  matter  itself 
to  determine  if  the  principles  set  forth  in  the  prefaces  are 
actually  and  successfully  carried  out  in  writing  the  textbooks. 

Detailed  description  of  one  excellent  textbook.  —  Select 
one  of  the  best  of  the  high-school  textbooks  in  your  subject 
and  write  a  thorough  account  of  its  peculiar  excellences, 
giving  specific  evidence  from  the  content  of  the  book  to 
illustrate  or  justify  your  discussions.  The  principles  set 
forth  in  Parker's  chapter  should  form  at  least  a  partial  basis 
of  your  description  and  evaluation.  Other  features  which 
he  does  not  consider  may  also  be  described.  A  preparatory 
conversational  discussion  of  what  these  additional  features 
may  be  can  be  carried  on  in  class  to  advantage. 

Form  of  the  paper.  —  In  writing  your  paper  be  explicit 
and  definite,  and  use  brief,  concise  expressions  and  short 
paragraphs. 

When  due. —  The  papers  should  be  handed  in  by  the 
time  the  discussion  of  Chapter  VII  is  completed. 


EXERCISES  ON   CHAPTER   IV 

THE  SELECTION  AND  ARRANGEMENT  OF 
SUBJECT  MATTER 

Purpose.  Develop  sympathy  with  modernizing  of  subject 
matter.  —  The  purpose  of  this  chapter  is  to  develop  further 
the  prospective  teacher's  point  of  view  about  high-school 
teaching  by  increasing  his  understanding  of  and  sympathy 
with  the  rapid  modernizing  of  high-school  subject  matter 
which  is  in  progress  in  the  schools. 

Knowledge  of  nineteenth-century  social  development  aids 
the  study.  —  For  the  first  part  of  the  discussion  a  knowledge 
of  nineteenth-century  social  history  is  especially  helpful  in 
making  more  real  the  general  social  point  of  view  expressed 
in  the  quotation  from  Dewey,  on  pages  54-55.  Knowledge 
of  the  industrial  revolution  growing  out  of  the  develop- 
ment of  the  factory  system  and  resulting  in  the  interna- 
tionalization of  industry,  including  food  supply,  is  especially 
important.  In  the  political  phase  of  recent  social  history  the 
students  need  to  appreciate  the  development  of  an  intense 
interest  in  certain  local  social  problems,  particularly  in  the 
large  cities.  Changes  in  national  political  issues  are  also 
important  factors,  especially  in  connection  with  the  issue  of 
''  states'  rights  "  versus  national  control; 

Individual  differences.  Students  answer  exercises  in  their 
special  subjects.  —  A  number  of  the  exercises  cannot  be 
answered  by  all  members  of  the  class,  but  in  a  mixed  class 
of  college  juniors  and  seniors  there  are  sure  to  be  some 
whose  specialized  courses  will  enable  the  instructor  to  secure 
answers  to  all  of  the  exercises  from  some  members  of  the 

£40 


SUBJECT  MATTER         "  E41 

class.  This  chapter,  then,  illustrates  the  necessity  of  con- 
sidering the  individual  differe^tces  in  preparation  and  inter- 
ests among  the  students  in  conducting  discussions.  Specific 
exercises  sJioidd  be  assigned  to  different  me^nbers  of  the  class 
for  prepared  answers  according  to  their  special  interests 
as  revealed  on  the  information  blanks  described  above,  on 
page  E9. 

Most  exercises  on  English  and  foreign  languages  post- 
poned.—  Owing  to  the  fact  that  there  is  a  very  thorough 
discussion  of  the  teaching  of  foreign  languages  and  of 
English  composition  and  literature  in  later  chapters  in  the 
book,  the  exercises  in  this  chapter  are  chosen  primarily 
from  other  subjects. 

I.  Adaptation  of  Subject  Matter  to  Social  Needs 

Answer  if  easy. —  See  if  you  can  answer  the  first  five 
exercises  easily  without  reading  the  note  on  page  E42,  below, 
which  gives  economic  data.  After  your  first  attempt  read 
the  note  and  revise  your  answers  if  it  seems  necessary. 

These  exercises  concern  the  interrelation  of  educational, 
industrial,  and  other  social  factors. 

1.  Industrial  education  hi  Massachusetts.  —  Why  has 
Massachusetts  led  other  American  states  in  the  develop- 
ment of  a  system  of  industrial  education } 

2.  Religious  conditions  in  New  England.  —  {a)  What 
religious  denomination  or  belief  do  you  think  of  as  peculiarly 
characteristic  of  New  England .? 

(6)  Why  is  it  that  Massachusetts,  Rhode  Island,  and 
Connecticut  are  probably  the  three  most  strongly  Catholic 
states  in  the  United  States  at  the  present  time  ? 

3.  Higher  education  in  Illiitois.  —  Why  can  the  State 
University  of  Illinois  easily  secure  from  the  state  legislature 
great  appropriations  for  courses  in  agriculture  and  mining 
engineering  t 


E42      EXERCISES  FOR  METHODS  OF  TEACHING 

4.  Chicago  district. —  (a)  Why  will  the  Chicago  district 
become  the  greatest  industrial  and  economic  center  in  the 
world  ? 

(&)  How  will  it  probably  rank  as  a  center  of  education, 
medical  study,  religious  organization,  art,  music,  amusement 
(including  moving-picture  distribution)  ? 

5.  Economic  interpretation  of  history. —  (a)  What  is  the 
'* economic  interpretation"  of  history?  (See  Seligman's  book 
with  this  title.) 

(6)  How  are  your  answers  to  exercises  i,  2,  3,  and  4  re- 
lated to  this  interpretation  ?  (If  you  had  difficulty  in  answer- 
ing exercises  i  to  5,  reconsider  them  now  in  the  light  of  the 
data  given  below.) 

ECONOMIC  DATA  FOR  EXERCISES  1-5 

Coal  and  iron  deposits.  —  Under  "  United  States  "  the  Britan- 
nica  states  that  Colorado  probably  is  the  richest  coal  region  in 
the  country,  having,  with  Utah,  deposits  of  about  500  billion  tons 
of  true  bituminous  coal.  At  the  headwaters  of  the  Ohio  we  find 
West  Virginia  (231  billions),  Pennsylvania  (112  billions),  part  of 
Kentucky  (104  billions),  and  Ohio  (86  billions),  making  another 
region  of  about  500  billion  tons.  Illinois  (240  billions)  and 
Indiana  (44  billions)  make  another  large  field,  with  almost  300 
billion  tons.    Other  deposits  rank  much  smaller. 

"  Almost  95  per  cent  of  the  iron  ore  of  the  country  is  believed 
to  lie  in  the  Lake  Superior  region." 

Transportation  of  iron  ore.  —  During  the  open  navigation  season 
on  the  Great  Lakes  great  fleets  of  ore  vessels  carry  the  Lake 
Superior  iron  ore  to  Cleveland,  Detroit,  Chicago,  Gary,  and  other 
lake  ports. 

Agriculture.  —  In  a  recent  year  the  agricultural  products  of 
Illinois  exceeded  in  value  those  of  any  other  state. 

In  19 1 6  the  average  value  of  all  plowed  lands  in  Illinois  was 
$115  per  acre.  In  Iowa  it  was  $135  per  acre,  but  in  no  other 
state  did  it  exceed  $100.  With  improvements  included,  the  average 
value  per  acre  of  all  farm  lands  in  Illinois  was  $119  and  in  Iowa 
$106.    In  only  two  other  states  did  it  exceed  $100  per  acre. 


SUBJECT  MATTER  E43 

Manufacturing. — According  to  the  International  Encyclopaedia, 
in  1909  Massachusetts  was  the  foremost  state  in  the  manufacture 
of  textiles,  including  cotton  goods,  woolen,  worsted  and  felt  goods, 
woolen  hats,  cordage,  twine,  jute  and  linen  goods,  etc.  Of  boots 
and  shoes  made  in  the  United  States,  Massachusetts  manufac- 
tured 41.5  per  cent.  Machinery  for  textile  and  shoe  factories  is 
manufactured  on  a  large  scale. 

As  early  as  1870  the  Massachusetts  legislature  passed  a  law 
adding  drawing  to  elementary-school  subjects  in  response  to  a 
petition  from  the  leading  manufacturers  of  the  state,  asking  that 
some  steps  be  taken  to  remove  the  lack  of  skilled  designers, 
foremen,  etc. 

Center  of  population. —  In  19 10  the  center  of  population  of  the 
United  States  was  in  Bloomington,  Indiana. 

6.  Economic  influences  on  education.  —  Show  how  eco- 
nomic considerations,  including  agricultural,  industrial,  and 
commercial  factors,  are  affecting  the  curriculum  at  the  pres- 
ent time  in  some  high  schools  with  which  you  are  familiar. 

7.  Social  progress  and  changes  in  civics. —  Two  popular 
civics  textbooks  (Andrews's  ** American  Constitution"  and 
Fiske's  ''  Civil  Government ")  which  were  extensively  used 
until  quite  recently  emphasize  the  following  topics  :  taxation 
and  government,  the  township,  the  county,  the  city,  the 
state,  written  constitutions,  the  federal  union.  On  the  other 
hand,  recent  recommendations  for  civics  courses  stress  the 
following  topics :  health,  protection  of  life  and  property, 
recreation,  education,  civic  beauty,  wealth,  communication, 
transportation,  migration,  charities,  correction.  Suggest  the 
historical  change  that  has  taken  place  in  American  social 
life  which  is  at  the  basis  of  this  change  in  subject  matter 
of  civics. 

8.  History  courses  and  national  ideals.— ^{d)  In  Prussia 
the  theory  of  the  divine  right  of  kings,  which  was  shat- 
tered in  England  in  1688,  was  still  the  basis  of  government 
in  191 3.  Guess  what  the  directions  to  history  teachers 
in   the   public   schools  would  say  concerning  teaching  the 


E44      EXERCISES  FOR  METHODS  OF  TEACHING 

children  about  the  relation  between  (i)  the  prosperity  of 
Germany  and  (2)  the  efficiency  of  the  divinely  inspired 
Hohenzollern  kings.    (Compare  Chapter  R,  below.) 

(6)  Contrast  with  this  Prussian  situation  (i)  our  American 
government  and  (2)  the  teaching  concerning  it  in  American- 
history  courses  in  the  public  schools. 

9.  History :  influence  of  school  traditions.  —  (a)  Until 
recently  what  periods  of  general  or  world  history  were 
most  emphasized  in  high  schools .? 

(6)  What  was  the  probable  origin  of  this  practice  t 

10.  Scie7ice :  its  industrialization ;  bota?ty^  chemistry.  — 
(a)  Students  of  botany  or  agriculture  may  give  illustrations 
from  the  activities  of  the  National  Department  of  Agricul- 
ture of  the  practical  application  of  the  evolutionary  type 
of  botanical  knowledge  mentioned  on  page  57. 

(&)  Some  of  these  students  may  examine  Bergen  and 
Caldwell's  "  Practical  Botany  "  (or  other  recent  texts)  and 
report  examples  of  the  way  in  which  botany  is  made 
*'  practical  "  in  these  textbooks. 

(c)  In  i860  Spencer  emphasized  the  practical  applications 
of  chemistry  in  bleaching,  dyeing,  the  working  of  the  ores  of 
iron,  copper,  and  other  metals,  in  sugar-refining,  gas-making, 
soap-boiling,  manufacture  of  gunpowder,  glass,  porcelain,  etc. 
Compare  "The  Chemistry  of  Common  Things,"  by  R.  B. 
Brownlee  and  others  (Allyn  and  Bacon,  19 14),  with  some 
older  textbook  as  to  the  amount  of  emphasis  placed  on 
these  practical  applications   of   chemistry. 

11.  Geometry:  its  elimination.  —  (a)  Underline  the  most 
striking  sentences  in  the  series  of  quotations  concerning 
geometry  on  pages  58-59  and  mark  them  Ex.  11. 

ip)  Does  suitable  ready-made,  well-organized  material  exist 
to  take  the  place  of  geometry  in  high  schools }  Explain. 
(Compare  the  bottom  of  page  59.) 

(c)  What  kind  of  case  for  or  against  the  teaching  of 
geometry  would  you  make  in  view  of  this  real  situation } 


SUBJECT  MATTER  E45 

Adaptation  of  Subject  Matter  to  Local  and  Individual  Needs 

12.  Education  and  local  social  degeneration.  —  Do  you 
think  that  the  maintenance  of  well-organized  agricidtural 
high-school  courses  throughout  New  England  from  1800  to 
1900  would  have  prevented  the  dire  social  changes  described 
on  pages  62-63  ?    Explain. 

13.  Shotdd  all  be  local?  —  Does  the  argument  on  pages 
60-65  imply  that  all  the  subject  matter  of  a  small  high 
school  should  be  selected  in  terms  of  the  pectdiar  needs 
of  the  local  community  ?    Explain. 

14.  Sen'ice  in  small  high  schools.  —  Many  of  the  high 
schools  of  the  country  have  only  one,  two,  or  three  teachers. 
Many  beginning  teachers  have  to  start  in  these  schools. 

(a)  How  many  subjects  would  you  probably  have  to  teach 
in  such  a  school  t 

(b)  What  are  the  possibilities  of  your  having  to  teach 
subjects  in  which  you  have  not  specialized  in  college  ? 

(c)  How  ma7iy  recitations  would  you  have  to  teach  per 
day } 

(d)  In  view  of  your  answers  to  (a),  (6),  and  (c),  how  much 
adaptation  of  subject  matter  to  the  local  needs  of  a  new 
situation  will  you  be  able  to  make  during  your  first  year 
of  teaching? 

(e)  Certain  students  may  be  asked  to  read  the  Snedden 
article  (No.  4,  p.  93)  and  report  what  light  it  throws  on  the 
questions  raised  in  this  exercise. 

II.  Relative  Values  of  Subject  Matter 

15.  Relative  importance  of  life's  activities.  —  In  analyzing 
the  subject  matter  of  life  in  connection  with  his  discussion 
of  relative  values,  Spencer  distinguished  the  five  classes  of 
activities  concerned  with  the  following :  care  of  children, 
leisure,  health,  civic  affairs,  making  a  living.  Without  read- 
ing Spencer's  essay,  arrange  these  ''  in  the  order  of  their 


E46      EXERCISES  FOR  METHODS  OF  TEACHING 

importance  "  and  justify  your  arrangement.  (If  you  happen 
to  know  Spencer's  order,  let  some  other  student  answer 
this  exercise.) 

16.  History  as  descriptive  sociology. —  In  discussing  rela- 
tive values  in  the  teaching  of  history,  Spencer  said,  **  The 
only  history  that  is  of  practical  value  is  what  may  be  called 
Descriptive  Sociology." 

(a)  What  would  be  the  content  or  principal  topics  in 
such   a   history   course .? 

(&)  To  what  extent  does  the  preface  from  Robinson's 
history  (quoted  on  page  75  carry  out  the  idea  of  teaching 
history  as  descriptive  sociology  t 

(c)  In  what  '*  field  of  human  endeavor  "  was  each  of  the 
men  mentioned  in  Robinson's  preface  a  great  leader  1 

17.  Dates. —  Several  eminent  teachers  of  history  sub- 
mitted the  list  of  most  important  dates  in  American  history 
given  below. 

Endeavor  to  explain  the  importance  of  each  date  and  its 
relative  rank  in  importance  as  given  in  the  following  table : 


Rank 

Date 

Rank 

Date 

I   .   .   .   1776 

II 

.   1812 

2 

1492 

12   . 

.   1765 

3 

1607 

13   • 

.   1783 

4 

1789 

14   . 

.   1865  (April  14) 

5 

1620 

15   • 

.   1850 

6 

1803 

16   . 

,  1854 

7 

1 861  (April  14) 

17   • 

•  1775 

8 

1787 

18   . 

.  1781 

9 

1863  (Jan.  I) 

19   . 

.  1823 

10 

1820 

20   . 

.  1846 

18.  Grammar. —  The  principle  of  relative  values  has  been 
used  to  effect  a  very  radical  elimination  of  topics  in  the 
teaching  of  English  grammar.  In  the  following  list  mark 
with  A  three  topics  of  great  practical  value,  with  B  three 
topics  of  doubtftd  practical  value,  with  C  three  topics  that 


SUBJECT  MATTER  E47 

should  be  eliminated  because  of  lack  of  practical  value  for 
seventh-grade  and  eighth-grade  pupils : 

(i)  Objective  complement 

(2)  Inflections  of  pronouns 

(3)  Comparison  of  adjectives 

(4)  Classification  of  adverbs 

(5)  Verbs  as  to  kind,  number,  tense,  and  voice 

(6)  Mood  (except  possibly  the  subjunctive  of  "  to  be  ") 

(7)  The  nominative  absolute 

(8)  The  gerund 

(9)  The  uses  of  the  relative  pronouns 

(10)  Proper  nouns  as  contrasted  with  common  nouns 

(11)  Double  negatives 

(12)  Adverbs  as  distinguished  from  adjectives 

(13)  The  noun  clause 

(14)  The  possessive  of  nouns 

(15)  Exclamatory  sentence 

(16)  The  sentence  as  a  unit 

Sex  hygiene:  relative  values.  —  Occasionally  the  author  has  students  hand 
in  exercises  vvhich  raise  problems  along  the  lines  of  the  discussion  in  the 
textbook.  The  following  very  good  exercise  was  handed  in  by  a  young 
married  woman  who  had  had  experience  in  teaching  in  both  elementary 
and  high  schools.  In  some  classes  it  could  be  discussed  with  advantage ; 
in  others,  omitted. 

(a)  With  the  idea  of  the  relative  value  of  topics  within  a  subject  in  mind, 
what  place  would  you  give  to  the  following  topics  in  a  course  in 
physiology  or  some  related  course  "i 
(i)  Origin  of  life. 

(2)  Anatomy,  function,  and  hygiene  of  the  genital  (sex)  organs. 

(3)  Venereal  diseases. 

{a)  Methods  of  contraction. 

{b)  Effects  upon  the  individual. 

{c)  Effects  upon  the  offspring.  ^ 

[d)  Eugenics. 

(4)  Care  and  feeding  of  children  (for  girls). 

{b)  Is  there  a  real  and  pressing  need  for  the  treatment  of  such  topics  in 
the  schools  1  If  so,  does  the  need  vary  historically  between  different 
communities  or  between  different  individuals  within  the  same  com- 
munity, or  is  it  a  universal  need  which  always  has  been  present  but 
consistently  ignored! 


E48      EXERCISES  FOR  METHODS  OF  TEACHING 

19.  Geography ;  earth  and  ma7t.  —  Think  of  geography 
as  concerned  with  the  relation  between  the  earth  and  man. 

{a)  Which  is  most  important  in  this  conception,  the  earth, 
man,  or  the  relation  ? 

ih)  Which  has  been  most  emphasized  in  the  teaching  of 
the  "  earth  sciences  "  (physiography  and  geography)  in  high 
schools  ? 

III.    Intensive  Treatment  of  a  Few  Topics 

20.  Geography ;  a  coimterpane. —  (a)  In  reading  the  quo- 
tation from  Ritter  on  page  72  what  mental  picture  do  you 
get  from  his  use  of  the  term  ''counterpane  "  ? 

ip)  Is  it  an  adequate  figure  of  speech  to  describe  the 
ordinary  textbooks  in  geography  ?    Why  ? 

21.  Geography  ;  cities.  —  In  planning  to  avoid  the  ency- 
clopedic method  of  studying  cities^  (a)  name  three  types  of 
cities  that  might  be  studied  intensively. 

(6)  Name  one  good  clear-cut  A7nefican  example  and  one 
gooA  foreign  example  of  each  type. 

22.  History  prefaces.  —  Report  from  your  examination  of 
the  prefaces  of  history  textbooks  quotations  paralleling  that 
of  Robinson  quoted  on  page  75  and  dealing  with  the  inten- 
sive treatment  of  a  few  topics.  Cheyney's  "  History  of  Eng- 
land "  and  Muzzey's  ''American  History  "  may  be  examined 
for  this  purpose. 

23.  History;  types  and  economy.  —  How  would  it  be  pos- 
sible to  carry  out  the  intensive  study  of  Petrarch  suggested 
on  page  J  J  and  still  provide  for  the  principles  of  economy 
of  time  described  in  Chapter  HI .?  • 

IV.  Organization  of  Subject  Matter  in  Terms 
OF  THE  Learner 

24.  Practical  and  theoretical  interests. —  (a)  Which  type 
of  student  were  you  in  high  school,  (i)  one  whose  interest 
was  most  aroused  by  the  ^o-zdXi^di  practical  subjects  or  (2)  one 


SUBJECT  MATTER  E49 

who  was  easily  interested  in  studying  history,  Hterature, 
languages,  mathematics,  or  science  '*  just  for  fun "  ?  Give 
objective  evidence  for  your  answer. 

(6)  What  proportion  of  high-school  students  belong  to 
each  type  ? 

(c)  What  bearing  do  the  class  answers  to  (a)  and  (&)  have 
upon  the  idea  of  making  high-school  instruction  appeal  to 
practical  interests  ? 

25.  History ;  i?iterest  versus  significance.  —  (a)  What 
phases  of  history  are  most  interesting  to  adolescent  boys 
and  girls  (discoveries,  explorations,  wars,  industries,  religion, 
government,  recreation,  morals,  superstitions,  education,  art, 
science,  etc.)  ? 

(b)  What  phases  are  most  significant  in  studying  history 
as  *'  descriptive  sociology  "  ? 

(c)  If  there  is  a  conflict  between  your  answers  to  (a)  and 
(6),  how  would  you  recoiicile  it  ? 

26.  Mixed  mathematics.  —  Underline  the  three  most 
striking  ideas  in  the  description  on  pages  83-85  of  the 
course  of  study  in  mathematics. 

27.  Vitalizing  geometry.  —  If  you  were  to  teach  geometry 
in  a  city  high  school  where  the  prescribed  textbook  consisted 
of  logically  arranged  propositions  and  proofs, 

(a)  What  could  you  do  to  give  the  material  some  practical 
value  1 

(b)  With  whom  would  you  consult  in  making  these  changes  ? 

(c)  What  would  be  your  chief  difficulties  in  making  any 
changes } 

(d)  How  would  you  proceed  in  having  a  more  modern 
course  of  study  and  a  reconstructed  textbook  adopted.!* 

28.  General-science  courses ;  evaluation. — (a)  Examine  the 
topics  listed  in  the  general-science  courses  on  pages  87-89. 
Taking  the  two  courses  together,  mark  the  topics  as  follows : 

With  hi.  B  the  five  topics  which  you  think  would  be 
most  hitere sting  to  boys. 


E50      EXERCISES  FOR  METHODS  OF  TEACHING 

With  In.  G  the  five  of  greatest  interest  to  girls. 

With  Pr.  B  the  five  of  greatest  practical  value  to  boys 
who  attend  only  one  year  of  high  school. 

With  Pr.  G  the  five  of  greatest  practical  value  to  girls 
who  attend  only  one  year. 

(6)  On  the  basis  of  this  grading,  which'  course  seems  to 
be  the  better  1 

(c)  What  points  are  there  in  the  outline  of  the  other 
course  which  might  be  in  its  favor } 

29.  General  science;  a  ^"^  hodgepodge.''  —  The  greatest 
objection  made  to  general-science  courses  by  conservative 
specialized  science  teachers  is  that  each  course  is  a  mere 
"  hodgepodge."     How  would  you  answer  this  objection .? 


Supplementary  Bibliography 

The  following  publications  appeared  after  the  publication 
of  the  textbook  and  are  supplementary  to  those  noted  in 
Chapter  IV,  page  93,  of  the  text. 

1.  Breslich,  E.  R.  First-Year  Mathematics  d^nd^ Second-Year 
Mathematics.  (The  University  of  Chicago  Press,  19 15.)  These 
textbooks  carry  out  the  plan  described  on  pages  83-85  of  the  text 
and  are  excellent  examples  of  mathematics  textbooks  adapted  to 
the  needs  and  interests  of  the  general  type  of  high-school  pupils. 

2.  The  Teaching  of  Community  Civics.  Bulletin  No.  23  {whole 
number^  6^0),  United  States  Bureau  of  Education,  19 15.  An  ex- 
cellent outline  and  discussion  of  an  up-to-date  course  in  civics. 

3.  Fourteenth  and  Sixteenth  Yearbooks  of  the  National  Society 
for  the  Study  of  Education,  Part  I,  entitled  Minimum  Esseiitials 
in  Elementary-School  Subjects.  (School  and  Home  Publishing 
Company,  Urbana,  Illinois,  19 15  and  19 17.)  Contains  material 
on  relative  valued  of  topics  in  mathematics,  grammar,  history, 
geography,  and  other  subjects. 

4.  Hill,  H.  C.  Teaching  History  by  Type  Studies.  History 
Teachers  Magazifie,  April,  19 13,  Vol.  IV,  pp.  98-103. 


SUBJECT  MATTER  E51 

5.  Leavitt,  F.  L.,  and  Brown,  Edith.  Elementary  Social 
Science.  A  new  type  of  elementary  material  in  economics  and 
civics.    (The  Macmillan  Company,  19 17.) 

6.  Osgood,  E.  L.,  and  Richman,  Julia.  Experimental  Course 
in  Industrial  History.  History  Teachers  Magazine^  1916,  Vol,  VII, 
pp.  98-102. 

7.  United  States  Bureau  of  Education.  Lessons  in  Community 
and  National  Life.  Bulletins  beginning  October,  19 17.  Elementary 
lessons  with  questions.  The  national  government  making  text  pam- 
phlets to  achieve  national  reforms  through  education.  A  significant 
innovation.    Write  to  the  Bureau. 


CHAPTER  H 

MAINTAIN  APPARENT  COHERENCE 

Purpose.  Keep  co7inectedness  of  discussion  clear  to  class. 
—  While  piloting  the  class  through  discussions,  the  in- 
structor must  take  care  to  maijitain  a  well-plamied  con- 
nectedness in  the  discussions  and  to  keep  this  connectedness 
clear  to  the  class.  Thus  he  must  not  only  secure  coherence 
in  the  progress  of  the  discussions  but  also  apparent  coher- 
ence. The  quality  of  coherence  in  a  course  is  described  on 
pages  90-91  in  the  textbook  in  connection  with  the  dis- 
cussion of  the  logical  quality  of  reconstructed  high-school 
courses  in  mathematics  and  science.  To  this  logical  idea 
of  coherence  should  be  added  the  rhetorical  idea  of  keep- 
ing the  continuous  connected  character  of  the  discussion 
apparent  to  the  audience. 

Devices  used  iii  the  text  and  exercise  book  for  apparent 
coherence.  -7—  The  author  has  endeavored  to  secure  appar- 
ent coherence  in  the  textbook  itself  by  the  use  of  reviews 
and  carefully  planned  transitional  paragj'aphs  and  sen- 
tences. In  the  exercise  book  the  exercises  are  arranged, 
as  a  rule,  not  in  a  haphazard  or  miscellaneous  manner,  but 
in  an  order  that  will  develop  a  discussion  parallel  to  the 
discussion  in  the  text.  The  insertion  of  topical  headings 
among  the  exercises  is  intended  to  facilitate  further  the 
maintenance  of  apparent  coherence  in  the  discussions. 

Value.  Develops  a  useful  system  which  facilitates  re- 
membering and  applying,  —  If  the  instructor  strives  for 
apparent  coherence,  as  here  recommended,  the  students 
will  gradually  develop  a  system  of  ideas  about  methods  of 
teaching.    Such  a  system  will  not  only  enable  them  better 

E52 


MAINTAIN  APPARENT  COHERENCE 


E53 


to  7mdersiand  the  problems  of  teaching  but  it  will  also 
facilitate  remembering  worth-while  information  and  the 
application  of  the  ideas  later,  when  engaged  in  teaching. 

Technique.  Use  transitional  reviews,  progressive  outlin- 
ing, summaries^  and  introductions.  —  The  type  of  transi- 
tional review  described  above,  on  page  E26,  is  one  step  in 


M  IS^OA/^ 


AXKUA^A^ 


?    n .  In  in 


SAMPLE  BLACKBOARD  SUMMARY 

Reproduced  exactly  as  developed  in  class.    Notice  the  effectiveness  of  the  arrowed 
line  showing  the  transition  from  part  IV  to  part  V 

the  process  of  maintaining  apparent  coherence.  Continu- 
ous development  of  sketchy  outlines  on  the  board  during 
discussions  is  another  step.  Summarizing  at  the  end  of 
each  period,  and  recall  of  this  summary  at  the  beginning 
of  the  next  period,  followed  by  a  statement  of  the  main 
problems  for  the  day's  discussion,  are  further  steps. 

Blackboard  picture.  —  See  the  picture  above  for  a  black- 
board outline  of  the  course  up  to  this  point,  with  the  transition 
to  learning  processes  represented  in  Chapter  V. 


CHAPTER  I 

ADAPT  TO  LENGTH  OF  COURSE 

Material  for  fifty  recitations.  —  This  book  contains 
enough  exercises  for  about  50  recitations  with  college 
juniors  or  seniors,  or  graduate  students.  This  estimate  is 
based  on  the  fact  that  there  are  about  400  exercises,  which 
would  be  used  at  the  rate  of  8  or  10  for  each  recitation. 

Omit  selected  chapters  in  shorter  course.  —  If  fewer 
recitations  are  available,  carefully  selected  chapters  should 
be  omitted  entirely ;  namely,  those  whose  practical  applica- 
tion is  rather  indefinite  or  narrow  in  ordinary  high-school 
teaching.  Among  these  chapters  are  the  following :  Chap- 
ter VI,  Acquiring  Motor  Control ;  Chapter  VIII,  Practice  or 
Drill ;  Chapter  XIII,  The  Influence  of  Age  on  Learning. 

Slower  pace  for  younger  students.  —  The  younger  the 
students  in  the  course  the  slower  should  be  the  pace, 
since  each  exercise  chosen  would  need  more  discussion  to 
secure  adequate  understanding  with  college  juniors  than 
with  graduate  students. 

Select  exercises  carefully.  —  Again  the  instructor  is 
admonished  to  study  carefully  the  exercises  before  assign- 
ing them,  and  to  assign  only  those  with  which  he  thinks 
he  can  secure  the  most  profitable  discussions.  As  he 
acquires  familiarity  with  the  exercises  and  their  possibil- 
ities, his  choice  may  vary  to  suit  the  assignments  to  the 
varied  interests  of  his  students  and  to  different  classes. 


E54 


EXERCISES  ON  CHAPTER  V 

TYPES  OF  LEARNING  INVOLVED  IN  HIGH- 
SCHOOL  SUBJECTS 

1.  Write  a  summary.  —  State  in  your  own  words  five 
concisely  worded,  fundamental  propositions  concerning 
high-school  work  that  summarize  the  parts  of  the  book 
studied  up  to  this  point.  Write  out  your  answer  to  this 
question  a7id  hand  it  hi. 

2.  Identify  types  of  learning.  —  Which  of  the  types  of 
learning  outlined  in  this  chapter  are  prominent  in  each  of 
the  following  activities  ?    Explain. 

Knitting. 

Pronouncing  ich  in  German. 
Reading  "  Ivanhoe." 

Reading  "  Burke's  Speech  on  Conciliation." 
Reading  ''  Treasure  Island." 

Reading  Robinson's  "  History  of  Western  Europe." 
Reciting  on  each  of  the  above  books. 
Using  der^  die,  and  das  correctly  in  German. 
Understanding  the  rules  for  the  correct  use  of  the  German 
articles. 

Typewriting. 

Changing  signs  and  removing  parentheses  in  algebra. 

Translating  Vergil. 

Debating  the  desirability  of  capital  punishment. 

Describing  apparatus  used  in  chemistry. 


E5S    . 


EXERCISES  ON  CHAPTER  VI 

ACQUIRING  MOTOR  CONTROL  ^ 

Topic  of  general  interest.  —  So  many  persons  are  en- 
gaged in  acquiring  motor  skill,  either  in  school  or  out  of 
school,  with  instruction  or  without  instruction,  that  this 
chapter  will  prove  of  more  general  interest  and  application 
than  would  be  expected  from  the  specialized  professional 
interests  of  the  students.  In  addition  to  examples  sug- 
gested in  the  text  there  are  many  others,  such  as  learning 
to  ride  horseback,  to  swim,  to  knit,  to  knead  bread,  to 
finger  a  guitar,  to  blow  a  clarinet  or  cornet,  to  dance,  etc. 

General  Principles 

1.  Personal  example.  —  Describe  an  example^  from  your 
present  or  recent  experience,  of  an  activity  in  which  you 
have  been  trying  to  acquire  motor  skill  under  instruction 
or  trying  to  teach  it  to  others.  Indicate  to  what  extent 
each  of  the  questions  outlined  on  page  99  has  had,  or  may 
have,  a  bearing  on  teaching  the  activity  described. 

Write  out  your  answer  to  this  question  and  hand  it  in. 

2.  For  unprepared  discussion.  —  After  several  of  the 
papers  in  answer  to  exercise  i  have  been  read  in  class, 
show  how  the  answers  to  the  questions  on  page  99  may 
vary  considerably  with  the  type  of  skill  being  acquired. 

3.  Moving  the  ears. —  Look  in  a  mirror  and  try  to  move 
your  ears. 

(a)  Describe  what  you  actually  do. 

^  Omit  this  chapter  in  a  short  course. 
E56 


ACQUIRING  MOTOR  CONTROL  E57 

(b)  What  ideas  or  mental  states  serve  as  the  *'  cue  "  to 
what  you  do ;  that  is,  how  do  you  start  or  control  what 
you  do  ? 

(c)  What  instructions  would  you  give  a  person  if  you 
were  trying  to  teach  him  to  move  his  ears  ? 

4.  Negative  versus  positive  directions.  —  (a)  Does  the 
Hofmann  picture  on  page  113  violate  the  instructions  about 
positive  and  negative  directions  given  on  pages  103-104? 
Is  the  violation  justified  ?    Explain. 

(6)  Answer  the  same  question  for  the  Frontispiece  of  this 
exercise  book  (two  pictures,  one  showing  how  not  to  study 
and  the  other  showing  how  one  should  study). 

(c)  In  general,  under  what  conditions  would  negative 
directions  seem  to  be  permissible  or  helpful  t 

5.  Moving  .pictures,  —  Kinetoscopic  pictures  like  those 
on  page  107  may  be  very  helpful  in  increasing  the  speed 
of  bricklayers.  Would  they  be  equally  useful  in  teaching  a 
trick  like  the  "kip,"  described  on  page  no.?    Why.? 

6.  Skill  in  demonstration.  —  When  a  teacher  of  construc- 
tive or  laboratory  work,  or  of  cooking  or  gymnastics,  is 
demonstrating  to  a  class  how  to  perform  an  act,  what  are 
some  of  the  special  precautions  which  he  needs  to  take  to 
be  assured  that  all  members  of  the  class  get  clear  ideas  of 
what  is  to  be  done  ? 

Special  Applications 

7.  French  pronunciation.  —  Students  who  read  French 
may  translate  the  following  quotation,  and  indicate  to  what 
extent  it  agrees  or  disagrees  with  the  discussion  in  Parker's 
textbook  and  what  additional  ideas  it  provides : 

"Avec  I'enseignement  de  la  grammaire  celui  de  la  prononcia- 
tion  reclame  toute  la  t^nacit^  d'insistance  et  tout  I'esprit  de 
methode  dont  le  professeur  est  capable.  Je  me  suis  efforce,  dans 
la  modeste  mesure  ou  un  livre  peut  servir  k  cette  fin,  d'aider  le 
professeur  dans  cette  partie  si  fatigante  de  sa  tache.   Je  n'ai  pas 


E58      EXERCISES  FOR  METHODS  OF  TEACHING 

voulu  faire  usage  de  I'ecriture  phonetique.  Elle  n'est  pas  neces- 
saire  et  elle  est  encombrante.  Le  maitre  qui  prononce  bien,  qui 
sait  faire  entendre  distinctement  une  phrase  et  assez  longtemps 
avant  d'en  demander  la  reproduction,  et  qui,  en  meme  temps, 
n'oublie  pas  d'indiquer  pour  certains  sons  la  position  que  pren- 
nent  les  organes  dans  leur  emission,  ne  pent  manquer  d'obtenir 
de  ses  elbves  une  prononciation  honnete  sans  avoir  recours  k 
I'dcriture  phonetique.  II  ne  faut  pas  faire  reposer  I'enseignement 
de  la  prononciation  sur  la  lecture,  fut-elle  guidee  par  des  signes 
phonetiques.  Ce  serait  substituer  le  plus  souvent  une  diction 
hachee,  lourde,  monotone,  sans  intelligence,  k  la  phrase  alerte, 
rythmee  selon  le  genie  de  la  langue  etrangere  et  dont  I'audition 
et  la  repetition  intensives,  loin  de  toute  representation  ecrite,  sont 
seules  capables  de  donner  de  la  finesse  et  de  la  promptitude  k 
I'oreille  de  I'eleve,  et  k  sa  gorge  de  la  surete  et  de  la  souplesse." 
—  E.  Gourio,  "  La  classe  en  Fran9ais." 

8.  Phonetic  pronunciation .  —  In  teaching  a  simplified 
phonetic  scheme  for  learning  pronunciation,  such  as  that 
described  on  pages  117-118,  which  of  the  following  prac- 
tices would  you  favor  ?    Why  ? 

(i)  To  devote  the  first  four  or  five  lessons  of  first-year  German 
exclusively  to  drill  on  the  phonetics  and  pronunciation. 

(2)  To  begin  with  simple  oral  conversational  exercises  or  oral 
reading  and  introduce  the  phonetic  scheme  gradually  along  with 
the  conversation  or  reading. 

9.  System.  —  Would  the  plan  of  teaching  pronunciation 
described  in  (2)  in  exercise  8  be  necessarily  unsystematic  ? 
Explain. 

10.  Vocal  training:  singing. — A  vocal  teacher  maintained 
that  his  whole  system  of  instruction  consisted  in  teaching 
pupils  about  the  structure,  function,  and  control  of  the 
diaphragm  in  relation  to  breathing.  As  an  example  of  his 
methods  he  stated  that  often  when  he  wanted  to  teach  a 
new  pupil  diaphragmatic  breathing,  he  got  the  pupil  to 
laugh  or  chuckle  and  then  to  continue  to  breathe  in  the 
same  way  when  singing. 


ACQUIRING  MOTOR  CONTROL       E59; 

(a)  What  assistance  did  knowledge  of  the  structure  and 
function  of  the  diaphragm  give  the  pupil  in  this  case  ? 

(b)  What  bearing  does  the  discussion  of  pronunciation  at 
the  top  of  page  1 16  have  on  this  example  ? 

(c)  Which  method  of  voice  instruction  described  on 
pages  1 1 2-1 1 3  was  this  instructor  using,  the  old  Italian 
method  or  the  modern  mechanical  method  ? 

11.  Vocal  training:  singing, —  (a)  What  conclusions 
would  you  derive  concerning  teaching  vocal  control  from 
the  experiences  of  a  student  quoted  below  ? 

(&)  How  valid  would  these  conclusions  be  from  the  stand- 
point of  the  characteristics  of  scientific  procedure  discussed 
earlier  in  the  course  and  summarized  above,  on  page  E12  ? 

"EXPERIENCES  WITH  TWO  VOCAL  TEACHERS 
"  First  Teacher 

"  My  first  lessons  in  voice  consisted  in  a  description  (i)  of  the 
different  organs  concerned,  (2)  of  their  ways  of  working  when 
talking,  laughing,  etc. 

"  When  told  to  say  'ah  —  eh  —  oh '  etc.,  I  was  so  conscious  of 
the  movement  of  my  chest  and  diaphragm  that  these  muscles 
were  in  such  a  tension  that  the  teacher  could  do  nothing  with 
me,  though  my  breathing  was  naturally  correct. 

"  All  her  verbal  directions  seemed  to  confuse  me,  and  trying  to 
imitate  her  notes  was  a  failure  because  my  mind  was  on  whether 
I  had  my  breath  in  my  stomach  or  not. 

"  Often  I  was  quite  successful  in  making  pure  tones  but  never 
did  get  on  to  how  I  did  it  and  consequently  the  next  time  was  the 
same  old  thing  to  go  through  with  —  a  hit  and  miss  affair. 

"  This  teacher  moved  away  and  I  had  the  opportunity  to  try 
another  one. 

"  Second  Teacher 

"  This  one  started  out  by  sSiying  she  supposed  I  knew  how  to 
breathe  as  I  had  been  taking  voice  and  I  answered  yes. 

''  Her  next  remark  was  that  anyone  who  could  breathe  well 
and  open  his  mouth  could  sing. 


e6o      exercises  for  METHODS  OF  TEACHING 

''  She  while  playing  over  several  chords  began  to  enter  into  a 
lively  conversation  and  suddenly  asked  me  to  follow  her  voice  in 
a  simple  little  song  with  which  I  was  quite  familiar. 

"  She  stressed  attention  on  her  tones,  naturalness,  ease  and 
buoyance  of  spirit.  I  had  no  trouble  whatever  in  making  good 
tones  most  of  the  time.  There  were  times  when  I  failed  but  usually 
when  I  was  feeling  real  good  and  lively  the  tones  came  just  as  if  I 
could  pick  them  off  my  lips. 

"  She  often  put  a  mirror  before  me  later  on  to  show  the  workings 
of  my  diaphragm,  to  keep  me  from  shrugging  my  shoulders  and 
to  observe  the  facial  movement.  Strange  to  say  I  was  perfectly  at 
ease  before  a  mirror  and  it  proved  quite  effective." 

12.  Bunk, —  (a)  In  view  of  exercises  lo  and  ii  above, 
do  you  think  the  term  "  bunk  "  would  be  a  good  one  to 
designate  many  of  the  claims  concerning  special  methods  of 
teaching  voice,  pronunciation  of  a  foreign  language,  and  other 
forms  of  skill  ?  Explain.  (Look  up  the  terms  *'  buncombe," 
'* bunkum,"  and  "bunko"  in  an  unabridged  dictionary.) 

(&)  If  you  do  not  approve  of  the  term  "  bunk,"  what  word 
would  you  suggest  that  is  equally  strong } 

13.  Vocal  training:  a7i  exercise  for  teachers  of  public 
speakiiig. — (a)  Evaluate  the  following  instructions  for  high- 
school  pupils  in  public  speaking  in  terms  of  the  discussion 
in  this  chapter.    Indicate  what  principles  apply. 

(&)  Point  out  any  questions  which  may  arise  in  the  evalu- 
ation which  are  not  discussed  in  the  text. 

(c)  Would  there  be  any  difference  in  the  value  of  physio- 
logical directions  in  training  singers  as  discussed  in  exercises 
lo,  II,  and  12,  and  their  value  in  training  public  speakers } 
Explain. 

"GOOD   BREATHING 

"  The  following  physical  signs  indicate  correct  ijthalation  : 

"  (i)  The  diaphragm  will  drop  gently  down. 

"  (2)  The  abdomen  will  slightly  expand. 

"  (3)  The  short  ribs  will  pull  apart,  and  upward. 


ACQUIRING  MOTOR  CONTROL  e6i 

"  (4)  Slight  expansion  can  be  felt  in  the  small  of  the  back. 

"(5)  The  upper  part  of  the  lungs  will  expand  as  far  as  the 
more  rigid  upper* ribs  will  allow,  without,  however,  lifting  the 
shoulders. 

"  (6)  The  central  point  in  the  chest,  the  dominant  center  of  the 
body,  will  rise  from  one  to  two  inches. 

"  (7)  One  will  feel  buoyant,  light  on  his  feet,  ready  to  float  in 
the  air,  as  a  vessel  filled  with  air  will  float  on  the  water. 

"  The  {oWowing  p/iysua/  signs  indicate  incorrect  breathi7tg\ 

"  (i)  In  normal  inhalation  it  is  always  wrong  to  lift  the  shoulders. 

"  (2)  It  is  wrong  to  feel  expansion  only  in  the  upper  part  of 
the  chest. 

"  (3)  When  expansion  of  the  top  and  sides  of  the  chest  is 
accompanied  by  a  flattening  of  the  abdomen,  breathing  is  imper- 
fect.   The  abdomen  should  expand. 

"  (4)  It  is  wrong  to  fill  the  upper  part  of  the  chest  first.  First 
fill  the  lowest  cells  in  the  lungs. 

"  To  fill  the  lower  parts  of  the  lungs,  one  needs  to  feel  that  his 
voice  reaches  down  through  his  mouth,  throat,  and  windpipe,  to 
the  very  lowest  cells  of  the  lungs.  He  should  feel  that  the  seat  of 
the  voice  rests  on  the  diaphragm.  Vocalization,  therefore,  starts 
with  the  movement  of  the  diaphragm. 

"  (5)  Few  general  rules  can  be  given  as  to  v/here  in  utterance 
one  should  pause  for  breath.  One  can  only  say,  breathe  at  every 
convenient  pause ;  do  not  breathe  too  often,  and  never  breathe  too 
deeply. 

"EXERCISES  IN  GOOD   BREATHING 

"  (i)  Place  the  thumbs  on  the  small  of  the  back,  the  palms  and 
finger^  lying  flat  on  the  lower,  or  short,  movable  ribs.  Breathe  in 
deeply  through  the  nose,  allowing  the  expansion  of  the  lower  part 
of  the  chest  to  pull  the  hands  apart. 

"  Breathe  and  say :  *  I  feel  the  diaphragm  falling  as  my  lungs 
fill  with  air.' 

"  (2)  Breathe  and  say  :  '  I  feel  the  short  ribs  pulling  my  hands 
away  from  each  other.' 

"  (3)  Breathe  and  say :  '  I  want  to  have  large,  full  expansion  of 
the  lower  part  of  my  lungs.' 


e62       exercises  for  METHODS  OF  TEACHING 

"  (4)  Place  the  fingers  upon  the  small  of  the  back,  the  thumbs 
in  front,  just  above  the  hips,  breathe  in  a  low,  deep  breath. 

"  Say :  '  This  deep  breath  causes  the  sm511  of  my  back  to 
expand.' 

"  (5)  Breathe  and  say :  *  I  want  my  back  to  expand  as  much  as 
possible,  when  I  breathe  deeply.' 

"  (6)  Say :  *  As  I  speak,  I  feel  my  voice  resting  down  upon 
my  diaphragm.' 

"  (7)  Feel  the  stroke  of  the  diaphragm  against  the  bottom 
of  the  lungs. 

"  Say :  '  Ho  !    Ho  !    Ho  !    Ho  1    Ho  !    Ho  ! ' 

"  (8)  Breathe  deeply  after  each  word. 

"  Say :  ^  My  '  words  '  start  '  from  '  the  '  very  '  bottom  '  of  ' 
my  '  lungs.' 

"  (9)  '  Cry  I  Heaven  for  Harry  "  England  '  and  '  St.  George  1 ' 

"  (10)  Breathe,  talk  out  of  the  lungs  filled  deeply ;  take  a  deep 
breath  at  indicated  points.  '  Classmates,  the  first  principle  of  good 
vocalization  '  is  that  we  must  keep  our  lungs  '  full  of  breath  '.  Now 
that  my  lungs  are  filled  deeply  '  I  am  able  to  speak  firmly  and 
strongly.'  My  voice  seems  to  be  resting  on  my  diaphragm.' "  — 
Fundamentals  of  Oral  English.  Bulletin  No.  682,  University  of 
Wisconsin. 


EXERCISES   ON   CHAPTER  VII 

ASSOCIATING   SYMBOLS  AND   MEANINGS: 
LEARNING  A  FOREIGN  VOCABULARY 

Observation.  Arrange  to  observe  French  or  German  lesson, 
— An  observation  of  a  lesson  in  first-year  German,  French, 
or  Spanish  should  be  arranged  to  take  place  after  the  class 
in  methods  of  teaching  has  spent  one  or  two  hours  discuss- 
ing this  chapter.  The  lesson  observed  should  illustrate  either 
{a)  the  direct  method  or  {b)  the  transition  from  translation 
to  reading  without  translation  in  case  an  indirect  method 
is  used.  (In  the  fall  a  second-year  class  would  serve  better 
for  this  second  purpose.)  It  is  well  to  arrange  with  the 
language  teacher  to  have  included  in  his  lesson  the  three 
following  phases  :  (i)  practice  \rv  pronunciation  ;  (2)  vocabu- 
lary work,  that  is,  learning  meanings  of  some  new  words 
and  practice  with  old  ones ;  (3)  practice  in  correct  gram- 
matical usage.  Thus  the  observation  will  illustrate  the  three 
phases  of  language  instruction  discussed  in  Chapters  VI 
and  VII.  The  observers  may  be  asked  to  write  a  brief 
evaluation  of  the  observed  lesson  under  the  three  headings 
noted  above. 

ASSOCIATIONAL    PROCESSES    IN    LANGUAGE    StUDY 

1.  Reading  versus  expressing. —  Note  on  pages  124-125 
the  distinction  between  the  associational  processes  in  reading 
and  those  in  expressing,  (a)  Does  ability  to  say  the  alphabet 
forward  enable  one  easily  to  say  it  in  the  reverse  direction  ? 
How  do  you  proceed  when  you  try  to  reverse  it  t 

E63 


e64      exercises  FOR  METHODS  OF  TEACHING 

(b)  Answer  (a)  for  "  My  Country,  'tis  of  Thee." 

(c)  In  view  of  your  answers  to  (a)  and  (b),  to  what  extent 
does  training  in  reading  a  foreign  language  train  a  person 
to  express  himself  in  the  language  ?    Explain. 

2.  Persistence  of  intermediate  links.  —  (a)  How  long  does 
the  intermediate  link  shown  in  the  diagram  at  the  top  of 


^    ClW^prAsJ 


SAMPLE  ASSIGNMENT  ON  BLACKBOARD 

Each  day,  while  the  class  is  assembling,  the  instructor  should  write  memoranda  of 

outstanding  assignments  on  the  blackboard,  using  always  the  same  corner  of  the 

latter,  so  that  students  will  form  the  habit  of  noting  them 


page  125  persist  when  one  is  taught  a  foreign  language  by 
the  indirect  method  }  Explain  either  in  terms  of  the  theory 
of  association  or  in  terms  of  your  own  experience  in  study- 
ing a  foreign  language  for  several  years. 

(&)  What  devices  can  a  teacher  use  after  the  first  half- 
year  of  indirect  instruction  to  eliminate  the  intermediate 
link ;  that  is,  to  train  pupils  to  use  their  acquired  vocabulary 
so  as  to  read  without  translating } 


ASSOCIATING  SYMBOLS  AND  MEANINGS      E65 

(c)  It  has  been  said  that  the  emphasis  on  oral  reading  in 
elementary  schools  tends  to  make  slow  readers  of  children, 
to  interfere  seriously  with  their  acquisition  of  habits  of  rapid 
silent  reading.  Try  to  explain  this  contention  by  means  of 
a  diagram  shov^mg  pronnnciatio7i  as  an  intermediate  link. 

{d)  Some  students  may  be  able  to  give  other  examples  of 
the  persistence  of  intermediate  links ;  for  example,  trans- 
posing to  a  "  favorite"  key  or  a  ''  universal  "  key  in  playing 
a  musical  instrument. 

3.  Direction  of  arrozvs.  —  In  the  diagram  on  page  127 
why  do  the  arrows  point  away  from  the  picture  of  the  book 
instead  of  toward  it .? 

4.  Thinking  in  foreign  language  based  on  series  of  events. 
—  Explain  somewhat  more  fully  than  is  done  at  the  top  of 
page  128  or  middle  of  page  131  the  advantages  claimed  for 
teaching  a  series  of  verbs  by  the  direct  method  as  compared 
with  teaching  the  names  of  a  series  of  objects.  In  other 
words,  show  how  the  use  of  action  or  narrative  material 
provides  a  better  basis  for  thinking  in  a  foreign  language 
than  does  the  mere  use  of  objects.  Use  the  last  four  sen- 
tences on  page  130  or  the  ten  numbered  sentences  at  the 
top  of  page   133  to  illustrate  your  explanation. 

Direct  Methods  for  Inexperienced  Teachers 

5.  Amateur  nse  of  direct  method. —  If  a  teacher  of  a 
foreign  language  who  speaks  it  only  haltingly  had  some 
good  supervised  practice-teaching  in  the  first  three  months 
of  a  good  ready-made  direct  system,  should  she  choose  to 
use  a  direct  or  an  indirect  method  }    Explain. 

6.  Ready-made  material.  —  Give  other  examples  (some 
of  which  may  have  been  discussed  earlier  in  the  course)  of 
the  failure  of  educational  reforms  to  make  progress  owing 
to  the  lack  of  good  ready-made  material  for  inexperienced 
teachers. 


k66      exercises  FOR  METHODS  OF  TEACHING 

GouiN  Series 

7.  Qualities  of  a  good  first  series. —  (a)  Criticize  the  series 
given  below  in  the  Ught  of  the  directions  which  follow  it. 

The  first  series  in  a  well-known  system  for  teaching  English  to 
foreigners  contains,  among  others,  the  following  sentences : 

"Title  —  GETTING  UP  IN  THE  MORNING 
Verbs 

awake  I  awake  from  sleep. 

open  I  open  my  eyes, 

look  I  look  for  my  watch, 

must  get  up  I  must  get  up. 

throw  back  I  throw  back  the  bedclothes, 

put  on  I  put  on  my  pants, 

put  on  I  put  on  my  stockings  and  shoes, 

wash  I  wash  myself. 

"  The  directio7is  for  teaching  any  series  read  in  part  as  follows  : 
"  Then,  as  far  as  possible,  bring  the  articles  of  which  you  speak 
into  the  classroom.  Play  your  part  with  these  implements.  Exe- 
cute, wherever  you  can  before  the  whole  class,  each  successive 
step  described  in  the  lesson.  In  this  way,  if  you  act  the  part  well 
and  speak  plainly,  never  hurrying  and  never  impatient,  the  class 
that  is  wholly  foreign  in  tongue  will  soon  comprehend  your  mean- 
ing and  begin  to  talk  and  understand  the  English  tongue." 

(6)  Evaluate  the  series  at  the  bottom  of  page  130  and  the 
top  of  page  132  from  the  point  of  view  of  the  above  directions. 

8.  Possibility  of  dramatizing  meanijtgs.  —  (a)  In  viewing 
a  moving-picture  performance  does  an  observer  necessarily 
convert  the  pictures  into  words  in  his  mind .? 

(&)  What  bearing  does  your  answer  have  on  the  validity 
of  the  theory  of  association  upon  which  the  Gouin  method 
is  based .? 

(c)  In  connection  with  the  matter  of  gestures,  what  is  one 
of  the  greatest  dangers  of  misuse  of  the  Gouin  material  by 
an  inexperienced  or  careless  teacher .? 


ASSOCIATING  SYMBOLS  AND  MEANINGS      E67 

(d)  Perform  the  gestures  which  you  would  use  in  drama- 
tizing the  meanings  of  the  following  sentences : 

I  stretch  out  my  arm. 
I  take  hold  of  the  knob. 
I  turn  the  knob. 
The  door  opens. 

I  look  for  the  first  page. 
I  find  the  first  page. 

It  is  hot. 
It  is  cold. 

9.  Use  of  synonyms  and  opposites,  —  Often  a  synonym  or 
opposite  of  a  new  word  is  known  or  can  be  taught  more 
easily  than  the  new  word ;  for  example,  in  English,  "  refuse  " 
can  probably  be  taught  by  dramatization  more  easily  than 
"  accept."  *'  Right  "  and  ''  left  "  can  be  more  easily  taught 
together  than  separately.  A  teacher  of  French  says,  ''  'Taisez- 
vous '  signifie  en  fran^ais  *  cessez  de  causer.'  " 

Give  examples  from  English,  French,  or  German  illus- 
trating how  you  would  teach  words  or  phrases  by  use  of 
synonyms  or  opposites  without  recourse  to  translation. 

10.  Pasting  versus  copying.  —  Would  you  have  pupils 
paste  the  printed  series  in  their  notebooks  or  copy  them  and 
return  the  originals  .?    Why  t 

11.  Correct  grammatical  usage. —  (a)  Show  how  the  series 
on  pages  130  and  132  might  be  used  to  give  training  in 
grammatical  usage  of  different  forms  of  verbs  (person,  num- 
ber, tense),  as  suggested  by  Handschin  on  page  136. 

(6)  If  the  discussion  of  grammatical  usage  on  page  137 
is  correct,  is  there  any  valid  reason  for  teaching  tabulated 
declensions  and  conjunctions  at  allt    Explain. 

12.  Temperame7tt. — What  part  does  temperament  play  in 
the  success  of  a  teacher  who  uses  the  Gouin  method  ;  for 
example,  what  one  word  best  designates  the  most  effective 
temperament  ? 


e68      exercises  FOR  METHODS  OF  TEACHING 

Yi.  Spontaneous  material. —  It  might  be  argued  that  a 
teacher  should  develop  his  conversational  material  in  the 
foreign  language  spontaneously  from  the  daily  experience  of 
the  class.    What  are  the  objections  to  this  practice  ? 

14.  Material  for  French  lessons. — (a)  Students  of  French 
may  give  the  principal  ideas  of  method  contained  in  the 
preface  of  Gourio's  textbook,  quoted  below. 

(&)  Indicate  to  what  extent  it  agrees  or  disagrees  with 
Parker's  discussion  or  gives  additional  ideas  of  method. 

"  Le  professeur  de  langue  vivante  peut  augmenter  considerable- 
rrient  I'efficacite  de  son  premier  enseignement  en  se  servant  de  la 
langue  enseignee  pour  dinger  sa  classe.  Aussi  cet  ouvrage  offre-t-il 
tout  d'abord  k  I'etude  les  vocables  qui  expriment  la  vie  de  la  classe. 
Et  ces  vocables  il  les  ordonne  de  maniere  "k  permettre  un  enseigne- 
ment direct  qui  soit  rapide  et  sur.  II  se  soumet  par  conse'quent  k 
Tobligation  qu 'impose  la  methode  directe  de  doser  legerement  les 
le9ons,  de  griduer  avec  le  plus  grand  soin  les  difficulte's,  de  passer 
du  concret  k  I'abstrait  et  du  particulier  au  gene'ral,  href  d'etablir 
dans  I'enseignement  un  enchainement  tel  que  la  signification  des 
mots  e'tudie's  puisse  servir  peu  k  peu  \  decouvrir  celle  des  autres. 
Est-il  besoin  d'ajouter  que  cette  ordonnance  rigoureuse,  si  elle  est 
indispensable  dans  la  maniere  directe,  ne  peut  que  convenir  au 
professeur  indirect,  c'est-k-dire  k  celui  qui  prefere  introduire  le  mot 
fran9ais  k  I'aide  du  mot  maternel  ?  Celui-ci,  en  effet,  doit  se  tenir 
en  garde  contre  la  facilite  que  lui  offre  I'instrument  de  la  traduc- 
tion d'entrer  au  hasard  dans  la  langue  etrangere  et  d'y  de'couper 
de  trop  larges  tranches  de  vocabulaire  et  de  grammaire. 

Cet  ouvrage  ne  vise  pas  k  enseigner  un  vocabulaire  etendu.  Ce 
qui  importe  d'abord  c'est  I'enseignement  des  formes,  de  montures 
de  langage  ou  Ton  sertit  les  mots  du  dictionnaire  k  mesure  des 
besoins.  Peu  de  mots,  incessamment  rappeles  dans  les  formes 
grammaticales  essentielles  ou  le  verbe  et  les  pronoms  qui  gravitent 
autour  du  verbe  sollicitent  le  principal  effort  de  I'eleve,  tel  est  le 
programme  qui  me  semble  s'imposer  au  debut.  Et  c'est  seulement 
au  moyen  d'exemples  vecus,  greffes  pour  ainsi  dire  sur  les  realite's 
de  la  classe,  abondants,  constamment  entendus  et  repete's  qu'ort 


ASSOCIATING  SYMBOLS  AND  MEANINGS      E69 

peut  enseigner  d'une  maniere  efficace  cette  grammaire  fonda- 
mentale.  La  pedagogic  qui  se  contente  de  la  faire  apercevoir  k 
travers  des  regies  seches  et  des  exemples  rares  est  aujourd'hui 
condamn^e."   (See  No.  6  in  the  bibliography  below.) 

15.  Vitalizing  indirect  method. —  Show  how  some  of  the 
devices  of  the  direct  method  might  be  used  to  vitalize  or 
supplement  the  indirect  method. 

Additional  Bibliography 

1 .  Roberts,  Peter.  English  for  Coming  Americans.  (Associa- 
tion Press,  124  E.  28th  St.,  New  York.)  Y.M.C.A.  material  for 
teaching  English  to  foreigners.  The  teachers'  manual  (50  cents) 
is  one  of  the  best  Gouin  manuals  in  English.  The  oral  series, 
readers,  charts,  and  drill  cards  are  helpful  and  suggestive. 

2.  Gouin  series.  Gouin  lessons  in  French,  German,  and  Span- 
ish may  be  secured  from  the  Series  Publishing  Company,  Oxford, 
Ohio. 

3.  Oliver,  T.  E.  Suggestions  and  References  for  Modern 
Language  Teachers.  School  of  Educatio7i  Bulletin  (University  of 
Illinois,  Urbana,  Illinois),  Revised  Edition,  19 17  (price,  25  cents). 
Excellent  descriptive  list  of  materials  to  be  used  in  teaching 
modern  languages. 

4.  The  Moderfi  Language  fournal.  Concerning  this  publication 
Oliver  writes  as  follows  in  reference  No.  3,  above:  ^^The  Modern 
Language  fournal,  dealing  specifically  with  pedagogical  aspects, 
has  just  begun  publication  and  deserves  the  support  of  all  progres- 
sive teachers.  The  subscription  price  of  $1.50  per  year  includes 
also  membership  in  the  newly-formed  'Association  of  Modem  For- 
eign Language  Teachers  of  the  Central  West  and  South,'  which 
holds  annual  meetings  in  April.  Address  the  Secretary,  Professor 
C.  H.  Handschin,  Oxford,  Ohio.  A  similar  society  in  the  east  is 
'  The  Federation  of  Modem  Language  Teachers,'  which  cooperates 
with  the  western  association  in  the  above  joumal.  This  journal 
is  destined  to  become  invaluable  to  the  modern  language  teacher, 
1916-1917  will  be  Volume  I.  There  are  to  be  eight  numbers 
a  year." 


E70      EXERCISES  FOR  METHODS  OF  TEACHING 

Direct-method  texts  in  German  and  French,  —  In  order  to  secure 
a  start  in  using  a  direct  method,  beginning  teachers  of  German  or 
French  will  probably  have  to  rely  on  textbooks  which  are  avail- 
able. In  choosing  a  text  they  should  notice  to  what  extent  it 
possesses  the  following  features:  (i)  early  introduces  the  con- 
versational phrases  to  be  used  in  class  intercourse ;  (2)  provides 
Gouin-series  material  for  teaching  the  names  of  ordinary  objects  in 
the  classroom  and  ordinary  activities ;  (3)  provides  pictures  for 
teaching  the  names  of  other  objects ;  (4)  introduces  systematically 
and  gr2i6.\x2i\\y  frequent  practice  m.  pronunciation  \  (5)  provides  for 
systematic,  repetitional  vocabulary  building,  so  that  words  once 
learned  are  repeated  and  used  until  learned  permane?itly ;  (6)  pro- 
vides systematic  training  in  correct  grammatical  usage  or  practice, 
with  few  grammatical  rules ;  (7)  contains  attractive  easy  narrative 
reading  material  as  the  basis  of  beginning  fluent  reading ;  (8)  pro- 
vides ready-made  questions  in  the  foreign  language  on  the  reading 
matter,  to  which  pupils  may  prepare  the  answers  in  the  foreign 
language  during  the  study  period ;  (9)  uses  historical  or  geographi- 
cal narrative  material  relating  to  Germany  or  France;  (10)  uses 
various  devices  to  secure  interest,  such  as  jingle  rimes  and  songs 
in  the  foreign  language. 

As  a  start  in  evaluating  textbooks  from  the  above  standpoints, 
students  may  secure  the  following  books  and  note  in  which  features 
each  is  weak  or  strong : 

5.  GoHDES,  W.  H.,  and  Buschek,  H.  A.  Deutsches  Sprach-  und 
Lesebuch.  (Henry  Holt  and  Company,  19 12.)  Gronow,  Anna  T. 
fung  Deutschland.  (Ginn  and  Company,  19 12.)  Manfred,  M.  E. 
Ein  praktischer  Anfang.  (D.  C.  Heath  &  Company,  19 14.) 
Prokosch,  E.  Deutscher  Lehrgang,  erstes  fahr.  (Henry  Holt  and 
Company.)  Schmidt,  Lydia  M.,  and  Glokke,  Else.  Das  erste 
fahr  Deutsch.    (D.  C.  Heath  &  Company,  19 17.) 

6.  Angus,  F.  R.  Fundamentals  of  French.  (Henry  Holt  and  Com- 
pany, 19 1 6.)  Chapuzet,  M.  L.,  and  Daniels,  W.  M.  Mes premiers 
pas  en  fran^ais.  (D.  C.  Heath  &  Company.)  Gourio,  E.  Di 
Classe  en  frangais,  premier  livre.  (Librairie  Ferran  Jeune,  Mar- 
seille, 19 13.)  Meras,  A.  A.,  and  B.  Le  Premier  livre,  (American 
Book  Company,  19 15.) 


CHAPTER  J 

PERIODICAL  READING  ON  TEACHING  SPECIAL 
SUBJECTS 

Purpose.  Provides  for  individual  differences  iii  interests. 
—  In  view  of  the  fact  that  Chapters  VI-XI  deal  with  special 
types  of  learning  which  appear  in  varying  degrees  in  the  teach- 
ing of  special  subjects,  it  is  well  to  parallel  the  reading  of 
this  part  of  the  text  with  outside  assignments  which  will 
provide  for  the  individual  differences  in  interests  of  members 
of  the  class.  One  of  the  best  ways  to  do  this  is  to  assign 
a  prescribed  amount  of  reading  of  articles  in  recent  peri- 
odicals dealing  with  the  teaching  of  special  subjects. 

Read  discussion  of  periodical  reading.  —  The  discussion 
of  the  value  of  periodical  reading  given  on  page  xxi  of  the 
textbook  (page  xxiii  in  the  first  edition)  should  be  read  by 
the  students.  In  addition  to  the  periodicals  mentioned  there 
the  following  publications  will  be  found  helpful : 

Classical  Journal.    (The  University  of  Chicago  Press) 
Classical  Weekly.   (C.  Knapp,  Barnard  College,  New  York  City) 
General  Science  Quarterly.    (W.  G.  Whitman,  Salem,  Mass.) 
Journal  of  Home  Economics.    (121 1  Cathedral  St.,  Baltimore, 

Md.) 

Modern  Language  Journal  (see  above,  p.  E69,  for  description). 
Proceedings  of  the  National  Education  Association,  especially 

the  articles  in  the  special  departments. 

Assignment.  —  i.  Choose  some  subject  or  topic  such  as 
English,  a  foreign  language,  mathematics,  composition,  oral 
composition,  literature,  current  literature,  civics,  debating, 
home  economics,  botany,  drawing,  etc. 

E71 


E72      EXERCISES   FOR  METHODS  OF  TEACHING 

2.  Find  in  periodicals  or  reports  of  associations  published 
during  the  past  five  years  (that  is,  since  19 — )  ten  articles 
of  five  or  more  pages  each,  dealing  with  the  teaching  of  the 
special  subject  or  topic  chosen.  If  an  article  is  very  long, 
for  example,  fifteen  pages,  you  may  count  it  as  two  articles. 

3.  Give  complete  bibliographical  data  for  each  article : 
name  of  author,  title,  periodical,  volume,  and  inclusive  pages 
(for  example.  Vol.  XV,  pp.  275-281)  and  year. 

4.  Write  a  fifty- word  description  and  summary  of  each 
article. 

5.  Hand  in  on  (date). 

6.  One-half  theme  pages  furnish  convenient  writing 
material  for  this  purpose.  By  having  these  at  hand  when 
reading,  and  by  writing  legibly,  you  may  save  making  a 
second  copy.  Use  full  theme  sheets  if  you  prefer.  Use  a 
separate  sheet  or  half -sheet  for  each  article.  Write  on  the 
reverse  side  if  the  material  will  not  all  go  on  one  side. 

7.  Remember  that  the  instructor  is  interested  in  your 
summaries  and  profits  from  reading  them.  He  has  not 
time  to  read  regularly  all  the  specialized  journals  which 
members  of  'the  class  examine.  Hence  your  summaries 
help  him  to  keep  in  touch  with  this  material  and  to  locate 
some  of  the  best  articles  which  he  may  find  time  to  read. 
He  will  make  note  of  these  and  return  your  bibliography. 


CHAPTER   K 

WAYSIDE  SUGGESTIONS  TO  THE  INSTRUCTOR 

Beware  of  overemphasis  on  early  chapters. —  The  in- 
structor should  remember  that  later  parts  of  the  book  must 
not  be  neglected  as  a  result  of  spending  too  much  time 
on  the  earlier  parts.  Far  along,  for  example,  come  Chap- 
ters XVII  and  XXII  on  the  use  of  books  and  on  tests  and 
examinations,  which  are  important  for  all  teachers.  Apply 
carefully  to  the  planning  of  the  course  the  first  large-type 
paragraph  on  page  69  of  the  text. 

Vary  procedure  for  interest.  —  While  the  ordinary  prac- 
tice is  to  discuss  the  exercises  after  the  corresponding  chap- 
ter has  been  read,  it  creates  interest  to  begin  some  chapters 
by  a  discussion  of  the  exercises  before  the  chapter  is  read. 
This  also  creates  a  problem-solving  mental  attitude  which  is 
helpful. 

Develop  the  students  through  their  self -activity. —  Re- 
member that  the  development  of  the  ability  of  the  students 
to  evaluate  and  apply  principles  of  teaching  comes  from  their 
own  activity  in  thinking  and  expression.  Incidental  lectur- 
ing by  the  instructor  should  merely  supplement  the  students' 
efforts. 

Give  the  slow  a  chance. —  Save  the  easier  exercises  for 
the  slower  students  to  answer.  By  this  practice  they  will  be 
encouraged  and  developed  through  their  successful  responses. 


E73 


EXERCISES   ON   CHAPTER  VIII 

PRACTICE  OR   DRILL  1 
Automatizing  Motor  and  Mental  Associations 

Read  twenty-five  pages  in  about  fifty  minutes.  —  This 
twenty-five  page  chapter  can  be  read  rapidly,  as  a  person 
would  read  a  magazine  article,  in  from  forty  to  seventy- 
five  minutes.  This  statement  is  based  on  the  data  given 
on  page  E193,  below,  showing  that  in  ordinary  reading  high- 
school  students  read  from  100  to  375  words  per  minute. 
Parker's  pages  usually  contain  about  400  words.  Hence 
college  students,  except  the  slowest  readers,  should  be  able 
to  read  a  page  in  from  two  to  three  minutes,  and  a  chapter 
of  twenty-five  pages  in  from  forty  to  seventy-five  minutes. 

Get  the  big  ideas  first ;  then  detailed  evidence.  —  There 
are  certain  outstanding  ideas  in  this  chapter  which  are  easy 
to  grasp.  Get  them  on  the  first  reading.  There  is  a  lot 
of  scientific  evidence  for  these  ideas  which  it  is  difficult  to 
master.  Examine  this  carefully  on  the  second  reading,  as 
it  illustrates  very  well  the  methods  of  mathematically  precise 
investigations  of  processes  of  learning. 

Use  the  technical  terms  of  the  chapter.  —  The  following 
terms  are  used  in  the  chapter  to  express  the  principal  ideas 
about  practice : 

(i)  Correct  start. 

(2)  Correct  practice ;  accuracy  versus  speed. 

(3)  Zeal,  interest,  concentration  of  attention. 

(4)  Satisfaction  and  dissatisfaction;  encouragement  and  dis- 
couragement. 

1  Omit  this  chapter  in  a  short  course. 
E74 


PRACTICE  OR  DRILL  E75 

(5)  Avoiding  waste  of  time  on  accessory  or  nonessential 
processes. 

(6)  Correct-recall  method. 

(7)  Whole  and  part  methods. 

(8)  Distributed  repetitions  versus  consecutive  repetitions. 
The  use  of  these  terms  in  discussing  the  exercises  in 

class  will  facilitate  mutual  understanding.  The  first  exercise 
gives  practice  in  identifying  some  of  these  main  ideas  in  an 
everyday  discussion  of  practice ;  namely,  practice  on  the  piano. 

General  Principles 

1.  Piano  practice ;  parallel  of  scientific  and  practical 
precepts. —  (a)  Study  the  long  quotation  from  Hofmann  on 
pages  164-166  concerning  piano  practice.  Indicate  on  the 
margin  of  the  text  for  each  part  of  the  quotatio7i  the  cor- 
responding general  iide  for  practice  discussed  in  tJie  preced- 
ing parts  of  the  chapter  and  summarised  above.  Use  the 
terms  or  numbers  given  above. 

ip)  State  in  general  whether  Hofmann  agrees  or  disagrees 
with  these  rules.  Disregard  Hofmann's  headlines.  Dig  into 
his  paragraphs: 

2.  Piafto  practice  ;  practical  disagreements.  —  (fl)  Com- 
pare the  recommendations  given  below  by  a  musical  college 
with  those  of  Hofmann.  Which  would  you  consider  more 
valid,  these  or  Hofmann's  t   Why  } 

(b)  How  would  trained  scientific  experimenters  proceed 
to  determine  the  truth  in  this  controversy  ?  (Review  exer- 
cise 10  on  page  E12,  above.) 

MUSICAL  COLLEGE  RULES 

"  In  regard  to  piano  practice,  divide  the  piece  into  sections,  and 
practice  and  learn  the  piece  by  parts.  In  this  way,  you  are  not  so 
apt  to  become  confused  or  to  forget  your  piece,  when  playing 
in  public.  Be  able  to  play  each  little  section  or  part,  absolutely 
independent  of  each  other  part." 


E76      EXERCISES  FOR  METHODS  OF  TEACHING 

3.  Correct  start  versus  drill.  —  Show  how  the  initial 
careful  study  of  a  poem  or  a  piano  selection,  or  some  other 
unit,  might  involve  quite  a  different  procedure  from  that 
involved  in  later  memorising  of  it  by  correct  recall,  by 
wholes,  or  by  distributed  repetitions. 

4.  Self -correction  versus  outside  correction.  —  When  a 
pupil  makes  an  error  in  pronouncing  a  foreign  word  or 
singing  a  tone,  should  he  be  told  merely  to  "try  again," 
or  should  the  teacher  give  him  specific  help  for  his  next 
attempt?    Why? 

5.  Teacher  correction  versus  class  correction.  —  What  are 
the  advantages  of  the  following  device  ? 

In  a  certain  direct-method  French  class,  when  a  pupil  has  made 
a  grammatical  error  in  giving  a  word  or  sentence,  the  teacher,  as 
a  rule,  gives  in  French  the  command,  "  Class,  correct."  There- 
upon the  class  in  concert  gives  the  correct  form. 

6.  Encouragement  versus  discouragement.  —  (a)  The 
teacher  of  French  mentioned  in  exercise  5  is  quite  lavish 
in  bestowing  the  remark  "  tres  bien "  (very  good)  upon 
pupils  who  have  just  finished  reciting.  Would  you  consider 
this  a  mannerism  or  a  helpful  device  ? 

(&)  Which  should  predominate  during  practice  or  drill 
periods,  encouraging  or  discouraging  remarks  ?    Why  ? 

7.  Plateaus.  —  Is  there  any  reliable  practical  method  by 
which  a  teacher  can  determine  whether  his  pupils  have 
reached  one  of  the  "plateaus,"  or  "  critical  stages,"  described 
on  pages  1 49-1 51  of  the  text?    Explain. 

8.  Pauses  when  memorizing.  —  What  explanation  in  terms 
of  this  chapter  can  you  offer  for  the  following  facts  ? 

In  experiments  involving  the  memorizing  of  long  paragraphs,  it 
was  found  that  the  first  and  last  sentences  were  learned  more 
readily  than  the  other  parts.  Thereupon,  a  pause  was  inserted  at 
the  end  of  the  sentence  in  the  middle  of  each  .paragraph,  and  it 
was  found  that  this  increased  the  readiness  with  which  material  on 
either  side  of  the  inserted  pauses  was  learned. 


PRACTICE  OR  DRILL  E77 

9.  Length  of  profitable  practice  periods ;  a  difficult  tech- 
nical exercise.  —  (a)  How  many  different  associations  does 
a  person  practice  in  the  substitution  test  described  at  the 
bottom  of  page  161  ?  (Imagine  a  new  symbol  for  each 
letter  ;  for  example,  let  D  stand  iox  a\  /\  stand  for  b,  arid 
X  stand  for  c,  with  other  new  symbols  for  the  remaining 
letters.  In  translating  the  word  *'cab"  into  the  new  alpha- 
bet a  person  would  write  5^  DA,  thus  using  for  this  word 
three  associations.) 

(6)  How  many  associations  does  a  person  practice  who  is 
practicing  a  complex  piece  on  the  piano  } 

(c)  In  which  instance  would  profitable  practice  periods  be 
longer,  in  case  of  the  substittttion  practice  or  the  piano 
practice  t    Explain  in  terms  of  this  chapter. 

10.  Useful  paragraph  for  sttideftt.  —  For  your  own  prac- 
tice or  drill  purposes  as  a  student,  what  is  the  most  practical 
and  useful  paragraph  in  this  chapter  ?    Why .? 

Special  Practical  Applications 

11.  Elementary-school  drill  versus  high-school  dnlL  — 
Compare  the  fifth-grade  procedure  described  below  with  the 
old-fashioned  oral  drill  in  which  a  teacher  said,  *'  Multiply 
I  by  J,"  hesitated  a  moment,  and  then  called  some  pupil 
by  name. 

(a)  Which  method  is  more  economical }    How  much } 

(b)  Which  secures  more  zeal  and  concentration  of  atten- 
tion.?   Why.? 

(c)  Do  you  think  similar  economy,  zeal,  and  attention 
could  be  secured  in  high-school  drills  .?    Why  .? 

Fifth-grade  card  drill.  —  A  fifth-grade  teacher  had  a  pack  of 
drill  cards  with  fractions  on  them  like  this:  [J]  [J]-  She  stood  be- 
fore the  class  and  said,  "  Multiply  by  one  half,"  and  wrote  "  \  "  on 
the  board.  She  appointed  one  boy  to  time  the  drill;  then  said, 
"  Ready,  go  !  "  and  flashed  the  first  card.  The  first  child  gave  the 
product ;  the  second  card  was  flashed,  the  next  child  in  order  gave 


E/S      EXERCISES  FOR  METHODS  OF  TEACHING 

the  product.  Rapidly  the  cards  were  flashed,  the  children  answer- 
ing in  regular  turn  around  the  room.  In  case  one  child  gave  a 
wrong  answer,  the  next  child  answered  for  the  same  card.  Every 
child  had  3  turns.  The  total  number  of  problems  finished  was 
about  50  to  60.  The  process  took  2^  minutes.  The  teacher  wrote 
the  record  on  the  board,  "  2  min.  30  sec,"  under  the  record  of 
the  preceding  day  and  opposite  the  record  ''  2  min.  25  sec."  for 
another  class  with  the  same  pack  of  cards. 

12.  Try  some  drill  cards. —  Would  you  take  the  trouble 
to  develop  fully  such  a  drill  scheme  as  that  described 
below  when  actually  engaged  in   teaching }     Why .? 

Make  10  drill  cards  on  slips  of  fairly  stiff  paper,  about  one-half 
theme-sheet  size,  using  such  material  as  the  following :  i  o  French 
sounds,  10  German  sounds,  10  German  prepositions  governing 
different  cases,  10  Latin  words,  10  algebra  problems  in  removing 
parentheses,  such  as  |6(3.y  -f  Sfl  \^Ux—  2)"],  or  10  algebra  problems 
in  special  products,  as  |  (2  ,r  —  3)^1 1(^  —  4)(<2  -i-  ^)|,  etc. 

Print  or  write  large  enough  for  the  cards  to  be  read  by  a 
person  five  feet  away. 

Try  flashing  them  on  a  friend  or  an  imaginary  class. 

13.  Pronunciation  drills.  —  (a)  What  are  the  advantages 
of  having  the  vowel  triangle  used  in  phonetic  training 
painted  on  the  blackboard  as  shown  in  the  picture  on 
page  E79 } 

(b)  At  what  part  of  the  language  period  should  pronunci- 
ation drills  come .?    How  many  minutes  should  they  consume .? 

(c)  Compare  the  advantages  of  concert  responses  and 
individual  responses,  as  the  teacher  points  at  the  symbols 
on  the  blackboard. 

{d)  What  are  the  advantages  of  the  following  device } 

A  teacher  of  French  has  just  taught  a  new  sentence  by  the 
direct  method.  He  has  the  class  repeat  the  sentence  in  concert, 
slowly  and  carefully.  He  raps  on  the  table  for  each  syllable.  The 
sentence  is  repeated  several  times,  the  speed  of  the  well-defined 
rhythmic  raps  being  increased  until  the  sentence  is  spoken  as 
rapidly  as  the  class  speaks  English. 


PRACTICE  OR  DRILL 


E79 


14.  Foreign-vocabulary  practice.  —  (a)  In  studying  a 
foreign  language  by  the  translation  method,  the  meaning 
of  a  new  word  may  be  ascertained  to-day,  but  the  same 
word  not  be  met  again  for  days  or  weeks.  What  bearing 
does  the  second  half  of  the   long   paragraph   at   the   top 


PHONETIC  TRIANGLE   PAINTED   ON  THE   BLACKBOARD   FOR  USE   IN 
FRENCH  CLASSES 

The  four  dark  symbols  beginning  with  Y  and  proceeding  diagonally  down  to 

the  center  are  painted  yellow.    The  other  dark  ones  are  painted  red.   Courtesy 

of  A.  G.  Bovee  of  The  University  of  Chicago  High  School 

of  page  163  have  on  this  practice  ?  What  remedy  would 
you  suggest  ? 

(6)  In  beginning  to  read  a  foreign  language,  what  are 
the  advantages  of  having  pupils  read  considerable  easy 
material  at  the  beginning? 

(c)  It  is  sometimes  argued  that  the  practice  of  having  a 
student  look  up  new  foreign  words  in  a  dictionary  is  justi- 
fied by  the  fact  that  the  effort  which  he  has  to  make  to  get 


e8o      exercises  for  METHODS  OF  TEACHING 

the  meaning  will  make  him  remember  it  better.  Evaluate 
this  argument  in  terms  of  the  discussion  in  this  chapter. 

15.  Algebra  drills.  Correct  start  described  later.  —  In 
the  teaching  of  motor  skill  and  foreign  vocabularies  the 
''correct  start"  which  should  precede  drill  was  described 
in  Chapters  VI  and  VII.  In  teaching  algebra  the  "cor- 
rect start"  consists  in  giving  a  clear  tmderstajtding  of  new 
abstract  ideas.  The  nature  of  the  "  correct  start "  in  this 
case  will  be  described  later  in  the  second  part  of  Chapter  IX. 
It  seems  desirable,  however,  to  emphasize  the  drill  aspect 
of  algebra  at  this  point,  but  the  student  should  keep  in 
mind  that  drill  on  any  algebraical  process  should  always 
be  preceded  by  a  clear  understanding  of  the  process  by 
the  students. 

(a)  What  paragraphs  in  Chapter  III  of  Parker's  text  are 
illustrated  by  the  following  statement } 

"  In  order  that  the  pupil  may  use  successfully  algebraic 
methods  in  the  solution  of  verbally  stated  problems,  he  must 
have  absolute  mastery  of  the  tool  operations  he  is  going  to  use 
in  that  solution.  A  pupil  should  remove  parentheses,  factor,  solve 
simple  equations,  use  special  products,  exponents,  radicals,  etc., 
just  as  he  uses  the  multiplication  table,  writes,  spells,  or  gets 
meaning  from  written  language  —  in  a  word,  automatically.  It  is 
not  economic  or  expedient  to  force  pupils  to  raise  to  '  thinking ' 
or  '  reasoning '  levels  the  formal  manipulation  of  these  purely 
tool  operations.  The  Committee  on  Standards  is,  therefore,  insist- 
ing on  thoroughness  in  the  formal  operations,  in  the  interest  of 
'  economy  of  time  '  in  first-year  algebra  ;  in  other  words,  in  order 
that  a  larger  amount  of  time  may  be  spent  in  the  use  of  the 
formal  operations  in  solving  "^ original^  problems'^  (Quoted  from 
No.  I   on  page  e8i.) 

(&)  If  you  were  teaching  algebra  how  would  you  proceed 
to  djtXjtxmiv^Q  precisely  whether  your  pupils  had  "automa- 
tized "  sufficiently  the  processes  mentioned  in  the  above 
quotation  .?    (See  articles  by  Rugg  listed  below.) 


PRACTICE  OR  DRILL  e8i 

16.  Summary.  —  Of  the  eight  ideas  outlined  at  the  begin- 
ning of  these  exercises,  which  three  are  so  importajit  that 
they  should  prevail  in  all  drills  ?  State  them  as  rules 
(complete  sentences)  instead  of  mere  topics. 

Additional  Bibliography 

1.  RuGG,  H.  O.,  and  Clark,  J.  R.  Standardized  Tests  and 
the  Improvement  of  Teaching  in  First- Year  Algebra.  School 
Review,  February  and  March,  19 17,  Vol.  XXV,  pp.  1 13-132, 
196-2 13.  Final  report  of  long  investigation  to  determine  standards 
of  efficiency  in  algebraical  processes. 

2.  RuGG,  H.  O.  Practice  Exercises  in  Algebra.  (Address 
H.  O.  Rugg,  School  of  Education,  The  University  of  Chicago.) 
Differentiated  drill  exercises  to  attain  standard  achievement  in 
several  algebraical  processes.  See  also  School  Review,  October, 
1917,  Vol.  XXV,  pp.  546-554. 

3.  Roberts,  Peter.  Conversation  Cards  for  Teaching  English 
to  Coming  Americans.  A  part  of  the  direct  system  described 
above  in  No.  i,  p.  E69. 

4.  Young,  W.  H.  Perception  Cards  to  Accompany  Pearson^s 
Essentials  of  Latin.  (American  Book  Company.)  This  set  of  drill 
cards  contains  500  vocabulary  cards.  A  Latin  teacher  may  sup- 
plement these  by  making  additional  cards  for  other  phases  of 
the  work. 


EXERCISES  ON  CHAPTER  IX 

REFLECTIVE  THINKING 
SECTION  I.    PROBLEM-SOLVING 

Arrange  an  observation.  —  The  instructor  should  arrange 
to  have  an  observation  of  a  problem-solving  lesson  to  take 
place  after  the  discussion  of  pages  169-200  or  169-205. 
Care  should  be  exercised  to  secure  a  good  lesson,  one  which 
involves  intensive  work  by  a  class  upon  a  rather  large 
problem.  The  best  examples  are  usually  found  in  the  social 
sciences  ;  for  example,  a  seventh-grade  history  class  working 
on  the  problem,  "  Compare  the  probable  conditions  of  settle- 
ment in  the  Northwest  Territory  with  those  in  Kentucky  " 
(the  latter  conditions  being  known  to  the  pupils,  the  former 
unknown) ;  or,  a  little  later,  "  What  steps  would  probably  be 
taken  to  develop  transportation  between  the  Atlantic  coast 
and  the  Northwest  Territory  after  the  settlement  of  the 
latter  ?  "  to  be  discussed  before  the  textbook  account  is  read. 
Other  examples,  in  classes  in  modern  history  or  in  civics, 
would  be,  "  What  are  the  possibilities  and  weaknesses  of 
socialism.?"  or  '* Which  is  more  democratic,  the  government 
of  England  or  that  of  the  United  States.? "  (See  an  elaborate 
example  on  page  E93,  below.) 

Differentiated  reports  on  observation.  —  Groups  of  mem- 
bers of  the  education  class  might  be  assigned  different 
aspects  of  the  observed  recitation  to  report  on,  as  follows  ; 

Grotip  I.  Report  on  aspects  I  and  II,  pages  185-193, 
as  illustrated  in  the  lesson. 

Group  IT.   Report  on  aspects  III  and  IV,  pages  193-199. 

Grotip  III.   Report  on  aspects  discussed  in  pages  200-205. 

E82 


PROBLEM-SOLVING  E83 

Groicp  IV.  Report  the  main  and  subordinate  problems 
taken  up  in  the  lesson,  arranged  and  numbered  (I,  i,  2,  3  ; 
II,  I,  2,  3,  etc.)  and  expressed  as  far  as  possible  in  the  words 
which  the  observed  teacher  used  in  formulating  his  questions. 

Each  report  from  Groups  I,  II,  and  III  should  contain 
specific  evidence  giving  examples  from  the  observed  lesson 
to  justify  the  points  made  in  the  report. 

Preparation  for  first  recitations.  Study  pages  lOg-iS^ 
first.  —  A  general  idea  of  the  topic  *'  problem-solving  "  may 
be  secured  from  a  study  of  the  first  fifteen  pages  of  this 
chapter.  These  should  be  read  rapidly  and  then  studied 
carefully  before  reading  the  rest  of  the  chapter. 

Scope  of  exercises  I-I2.  —  The  first  twelve  exercises  are 
based  on  the  pages  noted  above  and  are  intended  to  illus- 
trate the  following  points  : 

(i)  Problem-solving  in  various  school  subjects 

(2)  Problem-solving  in  life 

(3)  Problem-solving  in  the  work  of  a  great  scientist 

(4)  General  nature  of  problem-solving 

Problem-Solving  in  School  Subjects 

1.  /;/  educatio7t.  —  How  does  this  exercise  book  illustrate 
the  discussion  on  page  171  .?    Compare  the  title-page  above. 

2.  Conclusiveness  of  answers.  —  In  answering  these  exer- 
cises it  is  often  difficult  to  determine  the  correct  answer. 
Even  educational  experts  would  disagree.  The  same  is  true 
in  solving  problems  in  other  social  sciences,  such  as  civics 
and  sociology. 

(a)  How  do  the  problems  and  answers  in  such  cases  differ 
from  the  problems  and  answers  in  algebra,  physics,  or  Latin  t 

(b)  Which  type  of  problem  and  answer  (noted  in  (a)) 
prevails  most  in  everyday  life } 

(c)  What  are  the  advantages  of  each  type  of  problem- 
solving  (noted  in  (a))  from  the  standpoint  of  teaching} 


e84    exercises  FOR  METHODS  OF  TEACHING 

3.  Source  p7'oblenis  in  history.  —  Below  are  given  a  num- 
ber of  questions  upon  certain  historical  sources. 

(a)  Mark  with  /  those  of  the  source  questions  which  seem 
to  involve  merely  getting  of  information  from  the  sources, 
and  with  R  those  which  seem  to  involve  a  higher  degree  of 
reflective  thinking. 

(&)  In  terms  of  the  distinction  in  (a),  in  what  order  do 
the  source  questions  seem  to  be  arranged .?  What  are  the 
advantages  of  this  order  ? 

(c)  In  what  situations  in  everyday  life  would  a  person  be 
likely  to  have  to  do  the  same  type  of  problem-solving  as  is 
required  in  these  source  problems } 

SOURCE  MATERIAL  FOR  EXERCISE  3 

The  following  set  of  questions  from  Duncalf  and  Krey,  ''  Paral- 
lel Source  Problems  in  Mediaeval  History,"  is  given  to  guide 
students  in  the  study  of  six  original  sources  bearing  upon  the 
coronation  of  Charles  the  Great  by  the  pope  at  Rome. 

"  Questions  for  Study 

"  (i)  What  reasons  did  Charles  have  for  going  to  Italy  ? 

"  (2)  How  did  Charles  adjust  the  troubles  at  Rome  ? 

"(3)  Did  Charles  actually  try  the  pope  in  the  council  that  he 
assembled  ? 

"  (4)  What  reasons  can  you  find  for  the  oath  of  purification 
taken  by  the  pope? 

"  (5)  How  did  Charles  deal  with  the  enemies  of  Pope  Leo .? 

'^(6)  Do  the  actions  of  Charles  indicate  that  he  had  greater 
authority  in  the  city  of  Rome  than  the  pope? 

"  (7)  What  reasons  can  you  find  for  Charles's  sending  such 
important  missi  to  accompany  Pope  Leo  back  to  Rome  ? 

"  (8)  What  was  the  pope's  attitude  toward  Charles,  and  how 
did  it  affect  the  coronation  ? 

"  (9)  Work  out  the  details  of  the  coronation  ceremony. 

"  (10)   By  what  right  was  Charles  made  emperor  ? 

"(11)  What  evidence  can  you  find  which  would  indicate  that 
Charles  owed  his  title  to  the  papacy? 


PROBLEM-SOLVING  E85 

"(12)  From  this  evidence  in  the  accounts,  what  do  you  think 
was  Charles's  attitude  toward  the  Christian  religion  and  the 
papacy  ? 

"(13)  How  can  you  explain  Einhard's  statement  that  Charles 
was  not  eager  to  be  crowned  emperor? 

"(14)  What  difference  in  point  of  view  and  what  wrong  in- 
formation do  you  find  in  the  account  of  the  Monk  of  St.  Gall  ? 

"(15)  Criticize  the  account  from  the  Vita  Leonis  III  by 
comparison  with  the  other  accounts. 

"  Other  topics  might  consist  of  criticisms  of  the  accounts  given 
in  standard  secondary  works  by  a  comparison  with  the  sources. 
The  use  of  Bryce's  "  Holy  Roman  Empire  "  in  this  way  would  be 
an  extremely  profitable  exercise." 

4.  Problems  before  or  after  readmg.  —  (a)  Should  such 
questions  as  those  given  on  pages  172-173  for  a  course 
in  economics  be  taken  up  for  class  discussion  before  or 
after  an  ordinary  textbook  discussion  of  the  same  topics  is 
read  by  the  class  }    Why  } 

(b)  What  would  be  some  advantages  of  taking  them  up 
before } 

(c)  W^ould  the  fact  that  the  pupils  could  not  discover 
the  correct  answers  invalidate  the  idea  of  discussing  the 
questions  before  reading? 

{d)  How  long  would  you,  as  a  teacher,  have  the  class 
discuss  the  questions  if  they  were  taken  up  before  the 
textbook  treatment } 


Problem-Solving  in  Life 

5.  Information^  reflective  skill,  aitd  desires.  —  Choose 
some  one  of  the  practical  problems  on  pages  177-178  ;  for 
example,  the  first  in  paragraph  i  or  the  first  in  paragraph  2. 
Show  how  your  answer  would  be  influenced  by  ( i )  your  tech- 
nical information  (or  lack  of  it),  (2)  your  skill  in  thinking, 
and  (3)  your  habitual  and  instinctive  desires  and  interests. 


e86    exercises  FOR  METHODS  OF  TEACHING 

6.  Practical  dilemma.  —  Describe  the  reflective  thinking 
which  you  are  doing  (or  have  done)  in  some  practical 
dilemma,  such  as  how  to  spend  a  vacation,  or  how  to  secure 
a  position  ;  that  is,  give  a  zvord  picture  of  your  mental  proc- 
esses. Write  out  your  answer  (not  more  than  two  theme 
pages)  and  hand  it  in.  Keep  your  example  in  mind  in 
later  discussions  of  problem-solving.  Hamlet's  famous 
soliloquy  is  an  example  from  literature. 

Scientific  Problem-Solving 

7.  Kepler  s  thinking.  —  (a)  Underline  and  mark  with  a  G 
the  most  striking  geiieral  statements  in  the  quotation  about 
Kepler  on  pages   180-182.    Why  striking.? 

(6)  Underline  and  mark  with  P  the  qualities  of  Kepler 
which  were  peculiar  to  him. 

(c)  When  you  have  the  experience  described  in  the  stanza 
on  page  181,  what  feeling  accompanies  it;  for  example, 
what  exclamation  do  you  tend  to  make  1 

General  Characteristics  of  Problem-Solving 

8.  Trial  and  error  versus  reasoning.  —  (a)  What  simi- 
larity is  there  between  the  *'  trial  and  error "  method 
of  acquiring  motor  skill  described  on  pages  102-106  and 
the  statement  that  "all  who  discover  truths  must  have 
reasoned  upon  many  errors  to  obtain  each  truth,"  given  on 
page  1 80 } 

(b)  What  difference  ? 

9.  Origin  of  reflective  thinking.  —  (a)  In  the  phrase 
"  some  difficulty  that  troubles  him,"  at  the  bottom  of 
page  183,  does  Dewey  mean  real  practical  difficulty  and 
trouble } 

(b)  What  words  might  be  substituted  for  "  difficulty  "  and 
"  troubles  "  .? 

(c)  Relate  your  answer  to  exercise  24  in  Chapter  IV, 
page  E48. 


PROBLEM-SOLVING  E87 

10.  Pedagogical  text.  —  (a)  As  a  text  for  a  pedagogical 
discussion  of  reflective  thinking,  choose  from  the  Dewey 
quotation  on  pages  183-184  the  sentence  that  is  most  terse 
and  at  the  same  time  full  of  meaning.  ( Underline  a7id  label 
"  textr) 

(b)  Evaluate  the  rhetorical  placing  of  this  sentence. 

11.  Training'  to  think.  —  What  does  the  expression 
"  training  pupils  to  think "  mean .?  Answer  in  terms  of 
pages  183-185. 

12.  Correct  start.  — r  From  the  standpoint  of  forming 
correct  mental  habits  in  problem-solving,  what  would  the 
"  correct  start "  consist  of  in  teaching  geometry  ? 

Special  Aspects  of  Problem-Solving 

Study  pages  185-200.  —  Pages  185-200  should  be  read 
rapidly  as  a  unit  and  then  studied  carefully  to  understand 
the  four  main  aspects  of  problem-solving  outlined  at  the  top 
of  page  185. 

/.    Defining  the  Problem 

13.  Mechanical  aids.  —  (a)  Show  how  italicizing  certain 
words  in  exercise  7,  above,  helps  the  reader  to  get  the 
problems  in  mind. 

(6)  Underline  words  in  exercise  8  so  as  to  make  the 
problem  easier  to  grasp. 

14.  Pnpil  off  the  point.  —  (a)  In  the  following  history- 
teaching  situation  what  would  yon  have  said  to  the  wander- 
ing pupil }    Why .? 

(6)  What  part  of  the  text  discussion  does  your  answer 
illustrate  1 

A  seventh-grade  history  class  was  discussing  the  problem  of 
developing  transportation  between  the  Atlantic  coast  states  and  the 
Northwest  Territory.  Early  in  the  hour  a  pupil  suggested  that 
ships  would  carry  produce  down    the   Ohio  and   Mississippi  to 


e88    exercises  FOR  METHODS  OF  TEACHING 

New  Orleans,  through  the  Gulf  and  up  the  Atlantic  coast.  After 
some  discussion  most  of  the  class  decided  that  this  was  imprac- 
ticable. Toward  the  end  of  the  period  the  pupils  were  working- 
on  the  suggestion  of  building  a  canal  from  the  Great  Lakes  east- 
ward, and  were  searching  on  their  maps  for  possible  routes.  In 
the  midst  of  the  discussion  a  child  began  to  argue  anew  the 
question  of  shipping  by  way  of  New  Orleans. 

//.    Fertility  of  Suggestion 

15.  Meaning  of  a  phrase.  —.  What  is  the  force  of  the 
phrase  *'  other  things  being  equal,"  which  occurs  in  the 
twelfth  line  from  the  bottom  of  page  187  ;  that  is,  what  are 
the  '*  other  things  "  which  must  be  equal  ? 

16.  Extreme  types.  —  In  the  matter  of  making  sugges- 
tions we  find  two  extreme  types  of  students  :  one  is  glib 
and  always  wants  to  talk,  and  the  other  is  overinhibited 
and  afraid  t©  utter  his  suggestions.  How  would  you  deal 
with  each  type  in  problem-solving  discussions  t 

17.  Solving  originals  in  geometry.  —  In  the  following 
account  of  a  pupil's  thinking  in  solving  a  geometry  exercise, 
label  each  step  as  follows  :  with  A  if  it  is  primarily  analysis ; 
with  G  if  it  is  primarily  forming  a  guess  or  hypothesis  ; 
and  with  R  if  it  is  primarily  the  recall  or  use  of  a  previously 
proved  proposition  or  an  axiom. 

The  figure  and  two  statements  beside  it  are  given  below : 

E pl^^^ ^   To  prove  Z  I  +Z  2  +Z3 

/^     ^^^^..^^^  =2rt.  Zs. 

j^A _l^^c    EBD  is  parallel  to  AC. 

The  pupil  proceeds  as  follows : 

(i)  Looks  at  Z  2  primarily,  swinging  his  attention,  as  it  were, 
around  it. 

(2)  Does  the  same  with  Z  i. 

(3)  Does  the  same  with  Z  3. 

(4)  Thinks  "  Maybe  Z  2  =  Z  4  -f  Z  5." 

(5)  Thinks  "Maybe  Z  2  =  Z  i  -f  Z  4." 


PROBLEM-SOLVING  E89 

(6)  Thinks  "  Z  4  +  ^  2  +  Z  5  =  2  rt.  Z  s." 

(7)  Thinks  ''  Looks  like  Z  i  =  Z  4,  and  Z  3  =  Z5  ;  I  wonder 
if  they  are." 

(8)  Continues  to  look  at  and  think  of  possible  combinations, 
Z  I  =  Z  4  and  Z.^  =  -^  5?  ^^^  gradually  gets  this  sort  of  picture 

hazily:  zt  +  ^^  +  Z^ 

(9)  Thinks  "  If  I  could  prove  that  (Z  1  =  Z  4  and  Z  3  =  Z  5) 
I'd  have  it,  because  Z44-Z2+Z5  =  2rt.  Z  s." 

(10)  Centers  attention  on  Z  i  and  Z  4  in  the  figure. 

(i  i)  Thinks  "  That  looks  like  a  Z."  / 

(12)  Takes  a  pencil  and  prolongs  AB  thus :  -/ 

(13)  Thinks  "  Jimminy,  Z  i  and  Z  4  are  alter-  ^/'X 
nate  interior  Z  s,  and  AB  is  a.  transversal."                   / 

(14)  Writes  out  his  proof,  beginning  with  the  idea  in  number  13. 

18.  Geometers  sagacity.  —  Near  the  bottom  of  page  191 
is  a  sentence  beginning,  "To  think,  v^ithout  assistance,  of." 
Explain  why  the  fact  expressed  in  this  sentence  is  probably 
true.  Secure  help  from  the  last  sentence  in  the  quotation 
at  the  top  of  page  190. 

19.  Excusing  from  geometry.  —  (a)  If  a  student  could  n't 
prove  the  geometry  exercise  described  on  page  192,  after 
having  all  of  the  suggestions  on  192-193,  should  he  study 
geometry }    Why } 

(b)  Are  there  any  such  pupils  in  high  schools  ?    Explain. 

///.   Critical  Evaluation  of  Stcggestions 

20.  Wit  versus  science.  —  (a)  Contrast  the  scintillating 
wit  and  the  scientist  from  the  standpoint  of  the  critical 
evaluation  of  suggestions. 

(p)  Is  the  contrast  necessarily  the  same  as  the  one  ex- 
pressed in  the  next  to  last  sentence  on  page  193  .-^    Explain. 

21.  In  sickness.  —  Sometimes  in  the  case  of  sickness, 
even  good  thinkers  behave  as  described  in  the  second  part 
of  the  second  sentence  at  the  top  of  page  186,    What  part 


E90      EXERCISES  FOR  METHODS  OF  TEACHING 

of  the  quotation  from  Dewey  at  the  bottom  of  page    184 
explains  this  fact?    {Underline  and  label  it  Ex.  21.) 

22.  Newspaper  rumors.  —  Give  an  example  from  current 
newspapers  of  the  necessity  of  suspended  conclusion  and 
the  critical  evaluation  of  evidence. 

23.  Quibbling. — Students  in  class  often  impede  problem- 
solving  by  the  persistent  reiteration  of  apparent  objections 
which  are  mere  verbal  quibbles.  In  one  such  case  a  teacher 
disposed  of  the  student's  interference  by  saying,  '*  Let 's  not 
be  foolish."    What  remark  would  you  make  in  such  cases  ? 

24.  Sources  of  verification.  —  (a)  Which  of  the  following 
sources  of  verification  are  most  commonly  nsed  in  problem- 
solving  in  school  work  ?    Explain. 

(b)  Which  should  be  emphasized  in  high-school  subjects  } 

(1)  Parents'  opinion  (6)  Comparison    of     several 

(2)  Encyclopaedia  or  dictionary  special  treatises 

(3)  A    single    special    treatise      (7)  Students'  own  inferences 

published  by  an  expert  and  evidence 

(4)  Teacher's  opinion  (8)  A  single  textbook 

(5)  Newspaper  statements  (9)  An  answer  book 

25.  Gallon  s  rank. —  {a)  Do  you  think  Galton  would  rank 
high  as  a  scientist,  judging  merely  from  his  idea  of  using 
data  from  twins  as  a  basis  for  testing  hypotheses  about 
heredity  and  environment  as  described  on  page  197 .? 

(6)  Have  you  ever  heard  of  a  method  as  simple  or  con- 
clusive as  Galton 's  for  scientific  testing  of  these  hypotheses } 

(c)  Was  Newton's  idea  of  using  the  moon's  behavior  for 
verifying  universal  gravitation,  as  described  on  pages  196- 
197,  more  or  less  brilliant  than  Galton 's  idea.?    Why.? 

IV.  Organizing  the  Material  of  Thinking 

26.  /;/  debating.  —  Show  the  part  played  in  debating  by 
the  process  described  in  the  paragraph  at  the  bottom  of 
page   198. 


PROBLEM-SOLVING 


E91 


27.  Graphic  organization.  —  (a)  Show  how  the  following 
graphic  representation  of  temperature  data  would  aid  pupils 
in  solving  the  problem,  **  What  is  the  influence  of  Lake 
Michigan  on  the  climate  of  the  surrounding  territory  ? " 


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TEMPERATURES  DURING  A  COLD  WAVE 

The  diagram  represents  the  variation  in  temperatures  between  three  cities  on  the 

dates   January   2   to   January   15,   1912.     Grand    Haven   is   on   the   eastern   shore 

of  Lake  Michigan,  in  the  latitude  of  Madison,  Wis.,  but  its  temperature  is  Hke 

that  of  St.  Louis 

(6)  Compare  the  curves  on  page  145  and  those  on  page  373. 
Which  set  better  illustrates  the  discussion  on  page  199  ?  Why  ? 


Opportunities  for  Training  in  Reflective  Thinking 

28.  Quality  versus  quantity  in  geometry.  —  If  the  sen- 
tence beginning  in  the  second  line  on  page  201  were  applied 
in  an  extremely  radical  fashion  to  the  study  of  geometry, 
how  many  of  the  five  books  in  plane  geometry  would  the 


E92      EXERCISES  FOR  METHODS  OF  TEACHING 

ordinary  student  complete  in  one  year's  work  ?     (Compare 
the  quotation  beginning  at  the  bottom  of  page  203.) 

29.  Does  silent  participation  give  exercise?  —  (a)  Explain 
more  fully  than  is  done  at  the  top  of  page  202  how  slow 
students  may  be  ''in  the  running"  and  profit  accordingly. 

(6)  If  they  didn't  forge  ahead,  wouldn't  they  become 
discouraged  and  simply  look  on  ? 

30.  Throngh  imitation.  —  Considering  the  teacher  as  a 
model  in  problem-solving,  which  of  the  phases  summarized 
on  pages  199-200  could  be  most  readily  imitated  by 
students  ?     Explain. 

31.  Sample  lessotis  in  social  scieiice.  —  After  reading  the 
following  plans  for  conducting  a  high-school  class  while 
solving  a  large  problem,  write  one  or  two  theme  pages  to 
hand  in,  on  the  following  topics  or  questions : 

(a)  Show  specifically  how  the  lessons  give  training  in 
scientific  timiking  in  the  sense  in  which  this  term  is  used 
on  page  E12,  above,  and  on  page  504  of  the  text. 

(&)  Show  specifically  how  the  lessons  clear  up  in  your 
mind  some  of  the  points  in  Parker's  suggestions  for  guiding 
problem-solving  by  pupils. 

(c)  Does  the  sequential  appearance  of  the  four  main  proc- 
esses (I,  II,  III,  IV)  in  the  arrangement  of  the  plan  indicate 
that  each  of  the  processes  is  finished  completely  before 
another  begins,  or  does  it  indicate  that  one  after  another 
predominates  at  certain  stages  of  the  work .?    Explain. 

id)  Answer  (c)  for  the  thinking  done  by  a  single  pupil 
while  puzzling  over  the  problem. 

(e)  How  many  years  of  experie^tce  in  teaching  would  you 
need  before  you  could  organize  independently  such  lessons .? 

(/)  What  values  inhere  in  such  lessons  that  are  not  found 
in  the  use  of  ready-made  exercises  such  as  Parker's  ? 

{g)  How  many  years  of  experience  would  you  need  before 
you  could  teach  successfully  with  ready-made  exercises } 

(h)  Summarize  your  conclusion  from  (e),  (/),  and  (g). 


PROBLEM-  SOLVING  E93 

SOLVING   A   PROBLEM   IN   SOCIAL  SCIENCE 

Lessons  conducted  and  described 

By  J.  M.  McCoNNEL 

North  East  High  School,  Detroit,  Michigan 

Class :  20  high-school  seniors 

First  day  :        i  o  minutes,  defining  the  problem. 

Second  day  :   20  minutes,  suggested  hypotheses. 

Third  day :     40  minutes  1        ,     ^.  ,  .  .  ^    .  , 

^       ,    /       ^       ,  y  evaluatmg  and  organizing  matenal. 

Fourth  day  :  40  minutes  j 

The  four  principal  phases  of  the  teaching  are 

I.  Clearly  defining  the  problem 

IL  Stimulating  suggestions  by  the  pupils 

in.  Evaluating  suggestions 

IV.  Organizing  the  materials  of  the  thinking 

I.  Clearly  defining  the  problem 

(a)  In  the  teacher'' s  own  mind : 

The  teacher  must  have  more  than  a  general  notion  of  what  he 
wishes  the  class  to  study.  He  should  in  his  own  thinking  have 
worked  out  carefully  the  object  and  purposes  of  the  study,  and 
have  a  concise  statement  of  each. 

{p)  In  the  pupiVs  mind  {about  ten  minutes  the  first  day)  : 

(i)  Give  the  pupils  a  concise  statement  of  the  problem;  they 
must  adopt  the  same  wording. 

(2)  Work  out  carefully  the  implications  of  the  wordi7ig. 

(3)  Develop  the  importance  of  such  a  study. 

Problem :  To  find  the  relation,  if  any,  between  little  or  no  edu- 
cation and  delinquency.    Its  implications  may  be  noted  as  follows  : 

(a)  "If  any"  —  not  an  attempt  to  prove  that  there  is  a  rela- 
tion, but  an  open-minded  attempt  to  get  at  the  truth ;  prejudice 
and  preconceived  opinions  of  the  relation  must  be  discarded. 

(b)  "  Little  or  no  education  "  —  a  better  term  than  illiteracy ;  a 
person  having  only  fourth-grade  education  is  not  unlettered. 

(c)  "  Delinquency  "  —  coming  into  contact  with  the  law  in  a 
penal  or  correctional  way. 

(d)  A  brief  discussion  showing  the  importance  of  the  problem. 


E94      EXERCISES  FOR  METHODS  OF  TEACHING 

II.  Stimulating  suggestions  by  the  pupils 

Encourage  pupils 
(a)  to  analyze  the  situation  ; 

(J))  to  formulate  definite  hypotheses  and  to  recall  general  rules  or 
principles  that  may  apply. 

Assignment  for  the  second  day : 

(a)  To  make  a  list  of  the  relations  that  seem  probable  and  the 
general  rules  or  principles  applying. 

(p)  To  outline  the  various  ways  of  getting  data  on  the  problem. 

Recitation  on  the  second  day  {about  twenty  mi?iutes). 

The  work  on  the  second  day  consists  of  summarizing  the  state- 
ments of  hypotheses  and  methods  brought  in  by  the  students. 
This  provides  a  fair  analysis  and  gives  some  definite  hypotheses 
for  further  work  upon  it  in  the  third  step,  critical  evaluation. 

{a)  Hypotheses  suggested  by  pupils  or  teacher  (general  rules  and 
principles) : 

(i)  Uneducated  —  ignorant  of  laws,  violate  them  unknowingly. 

(2)  Uneducated  —  low  class  of  work,  small  pay,  more  liable  to 
commit  offenses  against  property. 

(3)  Uneducated  —  don't  know  how  harmlessly  to  enjoy  leisure. 

(4)  Uneducated  —  first  to  be  unemployed  ;  idleness  ;  in  trouble. 

(5)  Can  be  used  as  tools  by  intelligent  crooks. 

(6)  Ignorant  poor  must  pay  penalty,  guilty  rich  escape. 

(7)  Many  men  of  preeminence  had  no  school  training. 
ib)  Methods  of  procedure^  suggested  by  pupils  or  teacher : 
(i)  Ask  someone. 

(2)  "  Look  it  up  "  in  the  library. 

(3)  Recall  cases  you  have  known. 

(4)  Trace  pupils  from  one  particular  school  —  those  quitting 
early  and  those  finishing  the  course. 

(5)  Study  juvenile-court  reports ;  police  commissioner's  reports. 

(6)  Get  data  from  penal  and  correctional  institutions  as  to 
educational  record  of  inmates. 

ni.  Evaluating  suggestions 

{a)  Open-mindedly  criticize  each  suggestion. 
\b)  Systematically  select  and  reject. 
{c)  Verify  conclusions. 


REFLECTIVE  THINKING  E95 

Assignment  for  the  third  day : 

(a)  Each  pupil  critically  to  evaluate  two  or  three  of  the  above 
suggestions. 

(b)  Two  pupils  exempt  from  (a)  to  study  some  sample  reports 
of  institutions  and  thus  evaluate  the  method  (6)  (p)  above. 

Recitation  on  the  third  day ;  forty  minutes  : 

(a)  In  evaluating  hypotheses  show  : 

(i)  that  mere  opinion  is  the  basis  of  most  of  them ; 

(2)  the  difficulty  of  isolating  the  factor,  lack  of  education,  in 
many  cases  ; 

(3)  that  a  general  rule  cannot  be  established  by  observation 
at  random  ; 

(4)  that  most  of  these  suggestions  imply  that  a  certain  relation 
necessarily  exists.    We  must  guard  against  this. 

(J?)  In  ez'aluating  suggested  methods  of  procedure  show  : 
(i)  that  the  first  two  methods  would  get  mere  opinions; 

(2)  that  the  next  two  would  get  insufficient  data; 

(3)  that  the  last  two  are  the  nearest  to  scientific  methods. 

(c)  Reject  hypotheses  and  methods  of  procedure  in  which  : 
(i)  mere  opinion  predominates  ; 

(2)  only  fragmentary  unsystematic  data  can  be  secured ; 

(3)  factors  cannot  be  sufficiently  isolated  for  study. 

id)    Work  on  that  hypothesis,  by  that  method  ujider  which  : 
(i)  tangible  data  can  be  open-mindedly  gathered  ; 

(2)  scientifically  arranged,  so  that  some  factor  may  be  isolated 
and  seen  in  its  relations ; 

(3)  verified   by    further    data    or    the    conclusions    of    other 
investigators. 

IV.  Organizing  the  materials  of  thinking 

The  study  of  data  obtained  from  reports  of  penal  and  correc- 
tional institutions   and   courts  involves  careful  organization  and 
tabulation  and  often  graphing. 
Assignments  for  the  fourth  day  : 

{a)  Special  reports  to  be  assigned  to  individuals. 

(b)  Literacy  statistics  of  the  state  to  be  looked  up  by  some. 

{c)  Diagrams  and  charts  showing   findings  to  be  placed  on 
the  board. 


E96      EXERCISES  FOR  METHODS  OF  TEACHING 

Conclusions  : 

The  work  outlined  above  is  to  be  continued  until  the  following 
conclusions  may  be  definitely  established : 

(a)  That  an  overwhelming  percentage  of  delinquents  have  little 
or  no  education. 

{b)  That  the  factor,  lack  of  education,  can  never  be  clearly 
isolated ;  hence  we  cannot  say  that  a  causal  relation  exists. 

(<r)  But  we  are  justified  in  saying,  other  things  being  equal, 
that  education  very  materially  lessens  one's  chances  of  becoming 
a  delinquent. 

Additional  Bibliography 

Dodge,  R.  E.,  and  Kirchway,  C.  B.  Geography  in  Normal 
Schools  and  Secondary  Schools.  {Teachers  College  Record,  March, 
19 1 4,  Vol.  XV,  pp.  71-137.)  Contains  very  suggestive  preliminary 
problem-solving  lessons  as  the  introduction  to  the  regional  geog- 
raphy of  the  United  States. 


CHAPTER  IX  (Continued) 

REFLECTIVE  THINKING  (Continued) 

SECTION    II.    ACQUIRING   ABSTRACT  AND   GENERAL 
MEANINGS 

Plan  of  exercises.  —  After  three  exercises  on  technical 
versus  popular  meanings,  the  remaining  exercises  are  in- 
tended to  illustrate  the  following  summary  of  the  technique 
or  rules  to  be  followed  in  teaching  abstract  and  general 
meanings. 

(i)  Assure  real experie?ices  of  carefully  selected  typical  examples. 

(2)  Require  active  analytical  study  and  comparison  of  these 
examples. 

(3)  Aid  the  students  to  keep  summarizifig  the  meaning  or  rule, 
eventually  reaching  a  clear,  precise  statement  of  it. 

(4)  Provide  problems  or  exercises  to  give  practice  in  recognizing 
and  using  the  new  idea  in  new  complex  situations. 

Be  sure  to  discuss  exercises  13  and  14.  —  They  contain 
excellent  practical  examples. 

Technical  versus  Popular  Meanings 

1.  Contrasts.  —  Choose  07ie  of  the  terms  given  as  exam- 
ples at  the  top  of  page  223  (except  mass  and  sensation) 
and  show  the  contrast  between  its  popular  meaning  and  its 
technical  meaning  in  some  science. 

2.  Forgotten  meanings. —  In  case  you  once  knew  but 
have  now  forgotten  the  technical  meanings  of  some  of  the 
abstract  terms  listed  on  pages  205-206,  what  good  did  you 
derive  from  studying  them  } 

E97 


eqs     exercises  for  methods  of  teaching 

3.  Feelings  of  me  ailing. —  In  case  you  have  forgotten  the 
exact  technical  meaning  noted  in  exercise  2,  but  have 
retained  a  rough  ''  feehng  of  the  meaning,"  of  what  value 
is  this  meaning  to  you  ? 

Personal  Experiences  of  Examples 

4.  Single  example. —  {a)  Is  the  single  example  (namely, 
learning  about  bacteria)  which  Parker  gives  sjifficient  to 
make  clear  to  you  the  manner  in  which  a  new  abstract 
meaning  is  learned  in  everyday  life  ?  Why  ?  (Compare  the 
quotation  on  page  216.) 

(6)  Test  your  understanding  of  the  process  of  learning 
abstractions  by  giving  a  description  of  the  manner  in  which 
an  ordinary  individual  (for  example,  yourself)  acquires  in 
everyday  life  an  idea  of  "socialism."  (See  below,  p.  E219, 
exercise  11,  for  a  lesson  on  socialism.) 

5.  Lack  of  personal  experience. —  If  a  person  does  not 
have  (or  is  not  provided  with)  the  personal  experiences 
necessary  for  imderstaiiding  a  new  abstraction  as  described 
by  Dewey  (in  the  quotation  beginning  at  the  bottom  of 
page  217),  what  does  he  get  out  of  the  instruction  }  (Don't 
answer  this  question  too  hastily.) 

6.  Characteristics  of  good  examples.  —  Thorndike  says 
that  in  a  good  example  for  teaching  a  new  abstraction,  the 
abstracted  element  is  obtrusive  and  without  irrelevant  detail. 
Evaluate  in  these  terms  the  following  device  for  introducing 
the  study  of  the  equation  in  algebra. 

"  In  making  a  study  of  the  equation  we  must  begin  with  some 
very  simple  problems  in  order  that  we  may  clearly  understand  the 
new  laws  to  be  developed.  If  these  laws  are  mastered  in  connec- 
tion with  simple  cases,  it  will  be  easy  to  apply  them  later  to  more 
complicated  and  difficult  cases. 

"  A  bag  of  grain  of  unknown  weight,  w  ounces,  together  with 
an  8-oz.  weight  just  balances  an  i8-oz.  weight.  How  much  does 
the  bag  of  grain  weigh  ? 


ABSTRACT  AND  GENERAL  MEANINGS 


E99 


"  The  problem  may  be  stated  in  an 
equation,  thus : 

a/  -f-  8  =  i8.    Find  w, 

"  Suppose  8  oz.   to   be  taken  from 
each  pan,  giving 

w  ■=  \o. 

"The  bag  of  grain  weighs  lo  oz." 

Active  Analysis 


7.  Individual  differences.  —  (a)  From  the  standpoint  of 
the  paragraph  in  the  middle  of  page  220  evaluate  most 
recitations  with  which   you  are  familiar. 

(p)  What  practical  change  would  you  suggest  ? 


Defining 

8.  Necessity  of  verbal  definition. —  {a)  What  is  a  definition  ? 
(6)  Does  Parker  define  the  term  "  definition  "  anywhere  in 

his  discussions  on  pages  220-225  ? 

(c)  Should  he  have  done  so  to  make  the  points  in  his 
discussion  clear  ?    Why  ? 

{d)  What  bearing  does  your  answer  to  (c)  have  on  the 
teaching  of  definitions  ?  (Compare  the  quotation  from  Dewey 
on  page  226.) 

Practice  in  Using 

9.  Types  of  exercises.  —  Which  of  the  following  exercises 
gives  better  practice  in  using  newly  acquired  ideas  of  tense, 
those  headed  "  Label  examples "  or  those  headed  *'  Give 
examples  "  ?    Why  ? 

''  Label  examples,  —  Write  under  each  verb  in  the  sentences  below 

what  tense  it  is  in  (as  is  done  in  the  first  line). 

"  It  is  hotter  this  summer  than  it  was  last  summer.   It  will  be 
present  past 

cold  enough  in  the  winter.    The  sun  will  rise  later  and  set  earlier. 


Eioo      EXERCISES  FOR  METHODS  OF  TEACHING 

Evening  came  so  soon  last  November  that  the  lights  were  being 
lit  in  the  house  when  I  reached  home  from  school.  We  do  not 
light  them  now  till  after  seven.  You  can  see  that  it  is  quite  light 
now  though  the  bells  are  ringing  seven. 

"  Did  they  send  up  my  trunk  from  the  station  ?  No.  They 
would  not  promise  that  it  should  be  sent  without  a  check.  If  you 
will  send  them  the  check,  it  will  be  sent.  I  shall  be  passing  the 
office  this  evening,  anyway.  Won't  it  be  open  ?  It  used  to  be 
open  evenings. 

"  Give  examples. — Write  two  sentences,  each  with  a  verb  in  the 
present  tense. 

"  Write  two  sentences,  each  with  a  verb  in  the  past  tense. 

"  Write  two  sentences,  each  with  a  verb  in  the  future  tense."  — 
From  Thorndike's  '^  Principles  of  Teaching  " 

10.  Practice  in  making  exercises. — (a)  Write  out  one  exer- 
cise to  be  used  in  discussing  this  section  of  Chapter  IX, 
and  hand  it  in.  It  may  raise  some  question  about  the 
subject  which  you  would  like  to  hear  discussed.  Avoid  the 
"  give-an-example  "  type  of  exercise.  To  be  of  greatest  value 
your  exercise  should  have  the  following  characteristics  : 

(i)  Apply  a  specific  discussion  in  the  textbook. 

(2)  Raise  an  issue  of  practical  importance  in  teaching. 

(3)  Set  a  problem  which  requires  reflective  thinking. 

(4)  Appeal  to  the  interests  of  college  juniors  and  seniors  who 
expect  to  teach. 

(5)  Be  not  too  easy,  thus  avoiding  bluffing. 

(6)  Be  not  too  difficult,  thus  avoiding  discouragement. 

(7)  Contain  actual  data  needed  instead  of  requiring  students 
to  secure  data. 

(&)  Indicate  which  of  these  characteristics  you  have  most 
difficulty  in  securing  in  your  exercise. 

11.  Abstractions  and  problem-solving.  —  To  illustrate  the 
discussion  on  pages  226-228,  show  how  some  of  the  abstract 
or  general  ideas  listed  on  pages  205-206  were  useful  to  you 
in  solving  problems  in  school  or  out. 


ABSTRACT  AND  GENERAl!;  MEANINGS:    \Ti;XdF' 

General  Applications  of  the  Rules  for  Teaching 
Abstractions 

12.  Parkers  theory  and  practice.  —  In  this  section  of 
Chapter  IX  Parker  has  been  trying  to  teach  or  explain 
the  nature  of  a  particular  abstract  or  general  idea ;  namely, 
"  how  to  teach  abstract  and  general  meanings."  Indicate  in 
some  detail  the  extent  to  which  he  follows  or  departs  in 
his  own  writing  from  the  principles  which  he  describes 
in  this  section. 

13.  Analysis  of  a  lesson  pla7i  on  *'  Work "  in  general 
science. —  (a)  In  the  lesson  plan  on  '*Work"  given  below 
label  each  question  as  follows  (some  questions  may  take 
more  than  one  label)  : 

Px.^  if  it  mwoXvQS  pupils^  providing  experiences  or  examples. 

Tx.,  if  it  involves  the,  teacher's  providing  expene?ices  ov  QX3xn^\QS, 

Com.,  if  it  involves  comparison. 

Ab.y  if  it  involves  abstracting. 

P>ef.,  if  it  involves  definiiig. 

Pr.,  if  it  \r\wo\vQS  practice  i7i  using  the  abstracted  idea. 

(6)  In  case  a  question  is  labeled  Com.,  state  what  is 
compared. 

(c)  In  case  a  question  is  labeled  Ab.,  name  the  abstracted 
element. 

(d)  Are  the  above  labels  adequate  for  questions  (4)  and 
(16)?    What  is  the  main  purpose  of  these  questions.? 

A  LESSON  ON  "WORK" 

Description  of  the  lesson.  —  The  following  lesson  was  taught 
by  a  conversational  method  before  the  textbook  treatment  of  the 
subject  was  read.  Naturally,  the  topic  is  merely  introduced  in  this 
lesson,  not  completed.  The  pupils  had  had  the  work  in  general 
science  outlined  on  page  88  of  Parker's  text  through  topic  XVIII. 
The  teacher's  general  plan  was  as  follows : 

I.  To  begin  with  the  ordinary  popidar  meaning  of  the  term 
"work"  as  understood  by  the  pupils. 


!ei6;2     £XE:RCI;SES  POR  METHODS  OF  TEACHING 

II.  To  make  a  transition  to  the  restricted  technical  meaning  of 
the  term  as  used  in  physics. 

III.  To  define  the  latter  exactly. 

IV.  To  gwQ  practice  in  using  the  new  meaning. 

Each  of  the  questions  listed  below  called  forth  several  minutes 
of  discussion  between  pupil  and  teacher,  including  in  each  case 
several  subordinate  questions  by  the  latter. 

Topic. — Work  (as  used  in  physics) 

Class. —  First-Year  High-School  General  Science 

Outline  of  Subject  Matter 

I.  Running  water  and  work 

II.  Kind  of  work  done  or  seen 

III.  Common  characteristic  (movement) 

IV.  Comparison  of  hardness 
V.  Other  characteristic  (force) 

VI.  Definition  of  work 
Application 

{a)  Leaning  against  desk 

(b)  Pushing  against  desk 

(c)  Horse  on  hill 
VIT.  Measurement  of  work 

(a)  Climbing  stairs 

(b)  Monilaw  (a  thin  boy)  versus  Fitzgerald 

(a  fat  boy) 

(c)  Units  for  measurement 

Foot  pound 

Outline  of  Method  of  Class  Procedure  in  Form 
OF  Questions 

You  will  remember  that  the  last  chapter  which  we  took  up  was 
called  ''  Work  by  Running  Water." 
(i)  How  does  running  water  work  ? 

(2)  Have  you  done  any  work  this  morning .? 

(3)  On  your  road  to  school  did  you  see  any  one  working  ?  What 
was  he  doing  ?  (Ask  several  students  to  tabulate  different  kinds 
of  work.) 


ABSTRACT  AND  GENERAL  MEANINGS       EI03 

(4)  When  a  person  is  doing  any  of  the  above  things  we  say 
he  is  working.    What  then  is  work  ?, 

(5)  What  is  one  characteristic  which  is  common  to  all  of  the 
different  kinds  of  work  which  we  have  listed  ?   (Movement) 

(6)  Which  one  of  the  kinds  of  work  we  have  listed  is  the 
hardest  ? 

(7)  What  then  is  another  element  besides  movement  which 
enters  into  work?    (Force) 

(8)  Let 's  put  the  two  elements  togetlier.   (Write  on  the  black- 
board "  Force         Movement.")  How  would  you  now  define  work? 

(9)  Suppose  I  lean  up  against  this  desk,  am  I  doing  any  work? 

(10)  Suppose  I  push  against  the  desk,  am  I  now  doing  any 
work  ?    Why  ? 

(11)  A  horse  is  pulling  a  load  up  a  hill;  when  he  gets  to  the 
middle  of  the  hill  he  is  stalled ;  all  he  can  do  is  to  keep  the  load 
from  running  back  down  the  hill.    Is  the  horse  working  ? 

(12)  Miss ,  you   said   you   hadn't   done   any  work   this 

morning.    Would  you  still  say  that? 

(13)  One  kind  of  work  is  climbing  the  stairs.  Who  did  the 
most  work  in  climbing  the  stairs,  Mr.  Monilaw  (a  thin  boy)  or 
Mr.  Fitzgerald  (a  fat  boy)  ?   Why  ? 

(14)  How  much  more  work  did  Fitzgerald  do  than  Monilaw  ? 

(15)  Upon  what  does  the  amount  of  work  depend? 

(16)  How  shall  we  measure  it  ? 

14.  Analysis  of  a  stenographic  report  of  a  lesson  on  par- 
ticiples.—  Analyze  the  lesson  reported  below  and  write  in 
concise  outline  form  how  it  illustrates  the  phases  of  teaching 
abstractions  summarized  above,  on  page  E97.  Give  evidence 
for  your  points  by  reference  to  the  numbers  or  inclusive 
numbers  of  the  teacher's  questions  and  remarks. 

STENOGRAPHIC  REPORT  OF  A  LESSON 

Topic  of  lesson. —  Participles. 

Class.  —  Seventh  Grade  of  the  Elementary  School  of  the  School 
of  Education,.  The  University  of  Chicago.  This  would  correspond 
to  ajvinior  High-School  class  in  some  schools. 

T^cicher. —  Miss  Eleanor  Tally. 


EI04      EXERCISES  FOR  METHODS  OF  TEACHING 

Time.  —  Thirty  minutes. 

Repo?t.  —  A  stenographer  took  shorthand  notes  of  everything 
that  the  teacher  and  pupils  said.  The  stenographer's  report  is 
reproduced  below,  preceded  by  a  copy  of  the  sentences  which 
were  ready  on  the  blackboard  at  the  beginning  of  the  hour. 

Two  Sets  of  Sentences  written  on  Blackboard  for 
Lesson  on  Participles 

First  set 

(i)  Hiawatha  killed  the  red  deer. 

(2)  The  broad  stream  flows  through  our  meadow. 

(3)  He  was  a  lonely,  unhappy  miser. 

(4)  The  happy  boy  sang  as  he  climbed  the  hill. 

(5)  He  is  writing  a  letter. 

(6)  The  boys  are  trudging  up  the  slope. 

Second  set 

(i)  The  deer,  pausing  a  moment  to  listen,  bounded  away  to 
safety. 

(2)  The  stream,  winding  through  the  meadow,  flows  to  the  sea. 

(3)  Lifting  the  lid  of  the  box,  the  miser  found  his  money  stolen. 

(4)  The  boys,  struggling  up  the  slope,  soon  reached  the  top. 

(5)  Uncle  Tom  was  in  his  armchair,  rocking  slowly. 

(6)  The  boy  sitting  by  the  window  is  my  pupil. 

(7)  The  tiger,  crouching  in  the  tall  grass,  was  snarling  defiance. 

(8)  Looking  more  closely,  I  saw  a  black  snake  among  the  weeds. 

(9)  "And  children  coming  home  from  school 
Look  in  at  the  open  door." 

(10)  "Toiling,  —  rejoicing, —  sorrowing. 

Onward  through  life  he  goes." 

(11)  We  sat  about  the  fire,  listening  to  stories  of  old  times. 

The  Lesson 

(i)  Teacher.  Have  pencil  and  paper  on  your  desk,  please. 
I  want  some  good  thinking,  to-day,  children.  We  are  going  to  develop 
a  new  notion,  a  ?iew  idea,  in  grammar  that  you  have  7iever  had.   If 


ABSTRACT  AND  GENERAL  MEANINGS      EI05 

you  see  a  neiv  idea  here  suggested  07i  the  boards  —  we  have  touched 
upon  it  a  number  of  times  in  our  sentence  study ^  —  I  should  be  glad 
if  you  would  not  mention  the  name  of  the  new  tvord.  There  is  in 
these  sentences  a  word  whose  use  you  are  not  thoroughly  acquainted 
with.  That  word  is  to  be  made  the  basis  of  this  half  hour  ^s  lesson. 
My  aim  is  to  teach  you  to  learn  three  things  about  that  particular 
word.  Watch  for  them.  First  of  all.,  we  shall  review  the  adjective 
and  the  verb.  Read  this  sentence  and  tell  me  about  the  adjective  in  it. 
Pupil.  "  Hiawatha  killed  the  red  deer."  "  Red  "  is  an 
adjective  which  modifies  the  noun  "  deer." 

(2)  T.     What  is  the  adjective  in  the  second  sentence^  Vance  ? 

P.    "  The   broad    stream   flows    through    our    meadow." 
"  Broad  "  is  an  adjective  which  modifies  the  subject  "  stream." 

(3)  T.    The  third  sentence  — find  the  adjective. 

P.    "  He  was  a  lonely,  unhappy  miser."   '*  Unhappy  "  is 
an  adjective  modifying  "  miser." 

(4)  T.    Another  one  1   Mary  1 
P.    "Lonely." 

(5)  T.    An  adjective  in  the  next  sentence  ? 

P.    "  The  happy  boy  sang  as  he  climbed  a  hill."  ''  Happy" 
is  an  adjective  modifying  "  boy." 

(6)  T.    Let  us  turn  our  attention  to  the  asserting  verbs  in  these 
sentences.     What  is  the  verb  in  the  first  sentence  ? 

P.    "Killed." 

(7)  T.     H^liy  1 

P.    Because  it  tells  what  Hiawatha  killed.    It  tells  what 
he  did. 

(8)  T.    Asserts  something  of  the  subject  "^^ Hiawatha."  Now  will 
you  recite^  Harold  ? 

P.    "Killed"  is  the  verb  because  it  asserts  something  of 
the  subject  "  Hiawatha." 

(9)  T.     Who  sees  a7i  asserting  verb  in  the  next  sentence  ?  fack  ? 
P.    "Flows." 

(10)  T.     Why? 

P.    Because  it  asserts  something  of  "  stream." 

(11)  T.    Of  the  subject  ''stream.''     Who  sees  an  asserting  verb 
in  the  next  sentence  ?    Christina  1 

P.    "Was." 


Eio6      EXERCISES  FOR  METHODS  OF  TEACHING 

(12)  T.     IV/iy? 

P.    Because  it  does  n't  assert,  but  it  is  a  verb. 

(13)  T.    If  says  some f king,  '' ^e  was.''    If  asserts.     Why? 
1ST  P.    Because  it  expresses  action. 

2D  P.    Does  it  express  action  ? 

(14)  T.  No,  but  it  makes  an  assertion  about  the  subject.  Is  that 
clear  now  ? 

P.    Yes. 

(15)  T.     Who  sees  an  asserting  verb  in  the  next  one  ?   Maud? 
P.    "  Sang,"   because    it   tells  the  action   performed   by 

the  boy. 

(16)  T.  Tells  the  action  performed  by  the  boy.  Who  sees  the 
whole  asserting  verb  of  this  sentence?   Howard? 

P.    "  Is  writing." 

(17)  T.     Why? 

P.  Because  it  asserts  what  "  he,"  the  subject,  is  doing. 

(18)  T.  What  is  the  helping  verb  ? 
P.  "Is." 

(19)  T.  What  is  the  main  verb  ? 
P.  "Writing." 

(20)  T.  The  entire  verb  is  ? 
P.  "  Is  writing." 

(21)  T.  Who  sees  an  asserting  nerb  in  the  next  sentence? 
Katherine  ? 

P.    "  Are  trudging,"  because  it  asserts  something  expressed 
by  the  subject. 

(22)  T.  The  assertion  is  expressed  by  ^^are  trudging.''  It  asserts 
an  action  performed  by  the  boys.  Yes,  the  boys  are  trudging.  What 
is  the  helping  verb  ? 

P.    "Are." 

(23)  T.    And  the  main  verb  ? 
P.    "Trudging." 

(24)  T.  Now' you  have  reviewed  two  parts  of  speech,  verbs  and 
adjectives.    What  are  adjectives  ? 

P.    Adjectives  are  words  that  modify  nouns. 

(25)  T.    Or  pronouns.    What  are  verbs  ?  fohn? 

P.    They  express  motion.    "  He  ran."    "  Ran  "  is  the  verb 
because  it  expresses  motion. 


ABSTRACT  AND  GENERAL  MEANINGS       eio; 

(26)  T.     Who  can  give  me  a  complete  definition  of  a  verb  ? 
P.    A  verb  is  a  word  that  asserts  action  or  being. 

(27)  T.  We  have  reviewed  verbs  a ftd  adjectives.  Later  you  will 
see  the  reason  for  this  review.  Who  sees  in  the  new  work  here  a 
jiew  word  whose  use  we  have  never  really  studied  in  class  ?  Be  very 
careful.  It  is  a  new  word,  a  new  expression.  We  have  never  given 
any  study  to  it.  What  do  you  want  to  do  about  this  new  word  1 
Who  will  state  now  what  the  classes  aim  is  1 

P.  We  want  to  find  out  what  is  is;  [pupil  hesitates  and 
repeats]  what  it  is,  and  know  how  it  is  used,  and  what  it  is  used 
for.    We  want  to  give  a  definition. 

(28)  T.  And  finally  to  be  able  to  give  a  definition.  That  is  a 
good  word.  What  are  we  going  to  do,  class  ?  To  find  out  what 
this  new  word  is,  how  it  is  used,  where  it  comes  from,  and  to  make 
a  definition.   Let  us  see  if  we  can  do  that  in  the  moments  remaining. 

Who  would  like  to  recite  about  the  new  word  there  ? 
P.    Should  I  say  what  it  is .? 

(29)  T.  Yes,  tell  me  what  it  is.  What  is  the  new  word  in  that 
first  sentence  ? 

P.    "Pausing." 

(30)  T.  Ifow  many  think  so  ?  Who  sees  the  ne7v  word  in  the 
next  sentence  1   (Reads  it.) 

P.    "Winding." 

(31)  T.    In  the  next  sentence  1   (Reads  it.)    Katherine? 
"  Lifting." 

Who  sees  it  in  the  next  sente7ice  ? 
"  Struggling." 
In  the  next  one  1  fack  ? 
"  Rocking." 
"  The  boy  sitting  by  the  wi?idow  is  my  pupil.  ^^     What 

"  Sitting." 

Let  us  go  back  to  the  first.    Read  the  sentence  aloud. 
Listen  and  tell  me  the  asserting  verb  in  the  sentence. 

P.  "  The  deer,  pausing  a  moment  to  listen,  bounded  away 
to  safety."    "  Bounded  "  is  the  necessary  verb. 

(36)  T.  Yes,  the  asserting  verb  in  the  sentence.  Now  if  you  think 
you  know  the  name  of  this  word,  please  don^t  say  it  yet,  because  you 


P. 

(32) 

T. 

P. 

(33) 

T. 

P. 

(34) 

T. 

is  it  here  1 

P. 

(35) 

T. 

Eio8      EXERCISES  FOR  METHODS  OF  TEACHING 

are  not  sure  yet.     Who  understands  the  use  of  this  word  ?    Why  do 
we  use  that  word  '^ pausing^'  ? 

P.    It  helps  to  modify ;  tells  what  it  does. 

(37)  T.    It  helps  to  modify  what? 

1ST  P.  It  helps  to  modify  the  noun  "  deer." 

2D  P.  And  it  is  somewhat  like  a  verb  too. 

(38)  T.  It  resembles  a  verb.    But  is  it  an  asserting  verb  1 
P.  No,  it  seems  as  if  it  were  an  adjective  too. 

(39)  T.  It  seems  as  if  it  were  an  adjective.,  and  it  seems  as  if  it 
were  a  verb.    What  verb  does  this  come  from  ? 

P.    "Pause." 

(40)  T.  It  is  derived  from  the  verb  ^"^  pause  "  and  is  used  to  modify 
"  deer.^^    Gather  that  up  and  tell  me  what  you  know  about  ^^ pausing'' 

P.    "  Pausing  "  is  a  word  derived  from  the  verb  "  pause," 
and  it  is  used  as  an  adjective  to  modify  the  noun  "  deer." 

(41)  T.  Mary  has  found  two  things  about  that.  What,  class? 
Where  it  comes  from  and  how  it  is  used.  Who  will  take  this  one  ? 
Christina  ?    Tell  me  two  things  about  this  one. 

P.    "  Winding."    Modifies  "  stream,"  used  as  an  adjective, 
and  derived  from  the  word  "  wind." 

(42)  T.  Who  will  tell  me  about  this  one  ?  (Reads,  "  Lifting  the," 
etc.)  fack? 

P.    "  Lifting  "  is  used  as  an  adjective  modifying  "  box," 
and  it  is  also  derived  from  the  verb  "  lifting." 

(43)  T.  //  is  derived  from  the  verb  '^lift"  but  the  box  did  the 
lifting,  did  it  ?    Does  "  lifting  "  modify  "  box  "  ? 

P.  Modifies  "  lid." 

(44)  T.  Oh,  it  is_  the  lid  that  lifted  something,  is  it  1 
P.  The  miser.    Oh,  I  see. 

(45)  T.  Now,  stand  and  recite  about  ^^  lifting:' 

P.    "  Lifting  "  is  used  as  an  adjective  modifying  "  miser," 
and  it  is  also  derived  from  the  verb  "  lift." 

(46)  T.    Who  is  ready  to  tell  me  about  this  one?   Harold? 

P.    "  Struggling  "  is  derived  from  the  word  "  struggle," 
and  it  is  an  adjective  modifying  the  noun  "  boys." 

(47)  T.    This  one?   (Reads,  "  Uncle  Tom,"  etc.)    Edward? 

P.    "  Rocking  "  is  used  as  an  adjective  modifying  "  Uncle 
Tom,"  and  it  is  derived  from  the  verb  "  rock." 


ABSTRACT  AND  GENERAL  MEANINGS      EI09 

(48)  T.    This  one  1    Vance  t   (Reads,  "  The  boy,"  etc.) 

P.  "  Sitting "  is  an  adjective  modifying  ''  boy "  and  is 
derived  from  the  verb  "  sit." 

(49)  T.  It  is  otie  form  of  the  verb  ^^sit'^  and  is  used  as  an 
adjective  modifying  ^^boy'^ 

P.    Yes. 

(50)  T.  Now  we  have  learned  two  things  about  each  one  of  these 
words.    Who  will  state  what  is  true  of  each  one  of  these  words  ? 

P.  They  end  in  "  i-n-g." 

(51)  T,  Yes,  they  all  end  in  ' '  i-n-g. ' '    Tell  me  the  important  thing. 
P.  They  modify  nouns. 

(52)  T.  And  they  come  from  —  ^ 
P.  They  come  from  verbs. 

(53)  T.  Who  will  state  the  two  things  without  my  helping  at 
all!   Mary? 

P.    How  shall  I  begin  ? 

(54)  T.    The  words  we  are  studying — 

P.  The  words  we  are  studying  are  used  as  adjectives 
and  are  derived  from  verbs. 

(55)  T.  Verbs,  yes.  How  many  here  think  you  know  the  name 
of  this  word  1  I  donH  think  you  do.  Well,  we  will  see.  First,  I 
want  to  see  if  you  can  suggest  something  else  about  this  word  that 
you  have  fi't  mentioned.  We  have  made  two  poi^its  —  used  as  an 
adjective  and  derived  from  a  verb.  We  could  call  it  a  verbal  adjective, 
a  perfectly  good  name.     Who  sees  something  else  about  this  word? 

P.    Well,  it  ends  in  "  i-n-g,"  too. 

(56)  T.  Yes,  that  is  not  so  important,  however.  Something  else? 
Christina  ? 

P.  They  are  all  verbs  of,  well,  of  sort  of  clauses.  They 
have  no  subject,  but  the  subject  of  the  whole  sentence  is  the 
subject  of  the  clause  and  those  are  the  verbs  of  them. 

(57)  T.  What  is  the  clause  ?  (Reads,  "  The  deer  bounded  away 
to  safety.")    Now  what  is  your  clause  left  over  ? 

P.    "  Pausing  a  moment  to  listen." 

(58)  T.    Is  that  a  clause  ? 

P.    Well,  it  is  in  a  way. 

(59)  T.     What  is  the  subject  ? 

P.    It  has  n't  got  any  subject  of  its  own. 


Eiio      EXERCISES  FOR  METHODS  OF  TEACHING 

(60)  T.  If  it  has  n't  a  subject  and  predicate^  it  is  n't  a  clause. 
It  is  n't  a  clause.    Now  what  is  it  ? 

P.    Phrase. 

(61)  T.  Yes,  it  is  a  sort  of  phrase,  and  the  whole  phrase  modi- 
fies the  noun.  Let  us  take  this  o?ie.  "  The  stream,''^  etc.  We  have  n^t 
talked  about  the  rest  of  this  phrase.     Walter  Clyde  ? 

P.    They  all  have  a  direct  object,  and  "  the  meadow " 
is  it. 

(62)  T.     Winding  where  ? 

P.    Through  the  meadow. 

(63)  T.     Who  is  ready  to  tell  me  what  ^"^ through  the  meadow''^  is  ? 
P.    "  Through  the  meadow  "  is  an  adverbial  phrase  modi- 
fying "  winding." 

(64)  T.  It  takes  an  adverbial  modifier,  that  one  does.  What 
does  this  one  do  1  Who  is  ready  to  say  what  this  one  does,  —  "  The 
miser,  lifting  the  lid  of  the  box  "  1    Christijia  ? 

P.    "  Lid  "  is  an  object  of  the  verb  "  lifting  "  —  of  the 
verbal  adjective  ''lifting." 

(65)  T.  Of  the  verbal  adjective  """^ lifting.' '  Who  ever  heard  of 
an  adjective  taking  an  object  ?  Never  heard  of  it  before,  but  it  does. 
"  Of  the  box,''  of  course,  is  just  a  phrase.  What  about  the  rest  of 
this  phrase  ''^struggling  up  the  slope  "  ?   Katherine  ? 

P.   Well,  it  joins  the  —  joins  two  clauses. 

(66)  T.     What  is  your  verbal  adjective  1 
P.    "  Struggle."    Oh,  "  struggling." 

(67)  T.  "''  ^ruggling."  This  word  took  an  object ;  does  this  one 
take  an  object  ?   Struggling  where,  Katherine  ? 

P.  Up  the  slope. 

(68)  T.  What  does  this  one  take,  then  1    Help  her.    Vera  ? 
P.  Adverbial  phrase. 

(69)  T.  Stand  a7id  say  it. 

P.    "  Up   the   slope "   is   an  adverbial   phrase  modifying 
"  struggling." 

(70)  T.  What  may  these  verbal  adjectives  have  with  them  in 
the  whole  phrase  1 

P.    Object. 

(71)  T.  Either  an  object  or  a  phrase.  How  then  are  they  like 
verbs,  very  like  verbs  ?    Two  reasons,  Christina  1 


ABSTRACT  AND  GENERAL  MEANINGS      Eiii 

P.  They  are  like  verbs  because  they  can  take  objects 
or  phrases,  adverbial  phrase  modifiers,  and  they  express  action  in 
their  phrase. 

(72)  T.  What  is  the  third  things  then,  which  we  have  learned 
about  these  new  words  ?  That  they  are  so  like  verbs  that  they  will 
take  what  ? 

P.  Objects,  and  then  they  can  take  phrase  modifiers. 

(73)  T.  Do  they  ever  take  single-word  modifiers  1 
P.  No. 

(74)  T.  Look  afid  see. 
P.  Yes,  they  can. 

(75)  T.  Explain  it. 

P.  Well,  "  rocking  "  —  "  slowly  "  is  an  adverb  modifying 
"  rocking." 

(76)  T.    What  is  "  rocking''  ? 

P.    "  Rocking  "  is  a  verbal  adjective. 

(77)  T.    JVow  what  may  modify  these  verbal  adjectives,  then  1 
P.    Adverbs  and  adverbial  phrases. 

(78)  T.  Adverbs  and  adverbial  phrases.  What  other  evidences 
that  they  are  verbal  in  their  nature  have  we  other  than  that  ? 

P.    They  can  take  an  object. 

(79)  T.  How  do  they  differ  from  the  real  predicate  that  does 
assert  action  1  Who  will  compare  "^^ bounded''  and  '''^ pausing"  ?  Is 
that  too  hard  for  this  class? 

P.    Well,  one  's  where  he  stopped  and  one  is  where  he  went. 

(80)  T.    What  is  this,  Katherine? 
P.    It 's  a  verb. 

(8i)  T.  Predicate  verb  asserting  the  thing  that  the  verb  did. 
Now  I  did  that  comparing  for  you.  A  stronger  class  would  have 
done  that  comparing.    Who  is  ready  to  compare  1 

P.  "  Winding  "  is  an  adjective  modifying  "  stream,"  and 
'*  flows  "  is  a  verb  which  asserts  something  of  the  subject. 

(82)  T.  Yes,  that  is  all.  How  many  see  the  difference  between 
this  verbal  modifier,  this  verbal  adjective,  which  is  not  a7i  assetiing 
verb,  and  the  asserting  verb  ?  Which  is  the  assertiftg  verb  in  this 
sentence :  "  The  boy,  struggling,"  etc.  1  What  is  the  asserting  verb  in 
that  sentence  1 

P.    "Reached." 


EI  12      EXERCISES  FOR  METHODS  OF  TEACHING 

(S;^)  T.    What  is  the  verbal  adjective  in  that  sentence  ? 
P.    "  Struggling." 

(84)  T.  (Reads,  "  Uncle  Tom,"  etc.)  I  want  the  asserting  verb 
in  that  sentence. 

P.    "Was." 

(85)  T.    What  is  the  verbal  adjective  there  1 
P.    ''Rocking." 

(86)  T.  Who  can  use  ^^ rocking'"  and  make  it  a  part  of  the 
asserting  verb  so  that  it  is  not  an  adjective  at  all? 

P.    He  was  rocking  to  and  fro. 

(87)  T.  But  if  I  say  ''  Uncle  Tom,  rocking  to  and  fro,  heard  the 
music"  what  is  "^^ rocking"  there i 

P.  It  is  a  verbal  adjective. 

(88)  T.  What  modifies  "^"^ deer"  in  this  sentence  1 
P.  "Red." 

(89)  T.  What  modifies  ''"' deer"  in  this  sente?ice? 
P.  "Pausing." 

(90)  T.  Mary,  you  may  compare  ^^ pausing"  and  ^"-red"  Are 
they  alike  i?t  any  way  1   Are  they  different  in  any  way  ? 

P.  Well,  they  are  alike  because  they  are  both  adjectives 
and  they  both  modify  "  deer,"  and  they  are  different  because  one 
sort  of  shows  action  and  the  other  doesn't.  One  is  a  verbal 
adjective  and  one  is  an  adjective. 

(91)  T.  Plain,  ordinary  adjective.  Good  recitation,  Mary.  Who 
will  take  the  second  sentence?  Compare  the  verbal  adjective  here 
with  the  other  adjective  here.     "  The  broad  stream"  etc. 

P.  "  Broad  "  there  is  like  "  winding  "  because  it  modifies 
"  stream,"  but  "  winding  "  shows  action  and  "  broad  "  does  n't. 

(92)  T.    So  ^"^ winding"  is  —  ? 

P.  "  Winding  "  is  a  verbal  adjective  and  "  broad  "  is  an 
ordinary  adjective. 

(93)  T.  Is  an  ordinary  adjective.  Who  will  take  the  "^^  lonely, 
unhappy  miser"?  Is  there  a  modifier  over  there  of  ^"^  miser"  ? 
Compare  the  third  sentences.  Compare  those  modifiers.  Our  time 
is  slipping.  Well,  what  adjective  modifies  "  miser "  over  here  ? 
Katherine,  do  it. 

P.  "  Lifting."  "  Lifting  "  modifies  "  miser,"  and  "  lonely  " 
and  "  unhappy  "  modify  "  miser  "  in  that  sentence,  but  "  lonely  " 


ABSTRACT  AND  GENERAL  MEANINGS      El  1 3 

and  "  unhappy  "  are  adjectives  modifying  "  miser,"  and  "  lifting  " 
is  a  verbal  adjective  modifying  "  miser  "  in  that  sentence. 

(94)  T.    Any  questions  ? 

P.    How  do  you  diagram  them  ? 

(95)  T.    We '//  take  that  up  later. 
P.    What 's  its  name  ? 

(96)  T.  What  is  its  name  ?  How  many  kno7v  its  name  ?  In 
looking  about  for  a  name  to  give  a  word  whose  fiature  was  verbal 
and  whose  use  was  adjectival^  the  Latin  scholars  chose  a  word  that 
means  ^Uo partake  in,^^  ''to  share."    What  7iame  did  they  choose  "i 

P.    Participle. 

(97)  T.    Spell  it,  Jack.    All  together. 
All.    P-a-r-t-i-c-i-p-1-e.    Participle. 

(98)  T.  Why  participle^  Why  sharer  or  partaker  in  1  Why, 
Jack  1 

P.    Because  it  is  partly  a  verb  and  partly  an  adjective. 

(99)  T.  Exactly.  It  shares  in  the  nature  of  both  verb  and 
adjective  and  is  used  as  an  —  1 

P.    An  adjective. 
(100)  T.    And  is  derived  from  —  1 

P.    A  verb, 
(loi)  T.    There  you  have  it.    Who  is  ready  to  give  the  definite, 
full  definition  of  the  participle  ?  It  comes  from  participare,  ''to  share 
in."    Who  are  ready  to  say  one,  two,  three  things  in  the  definition 
of  a  participle  1   Maude  1 

P.  A  participle  is  a  verbal  adjective  and  it  shows  action, 
but  yet  it  is  an  adjective  and  modifies  a  noun.  A  participle  can 
be  modified  by  one  word  or  groups  of  words  or  an  object. 

(102)  T.    Modified  by  an  object  1   It  may  take  — 
P.    No,  it  may  take  an  object. 

(103)  T.  Yes.  In  our  definition  shall  we  group  our  adverbial 
modifiers  both  single  words  a?id  phrases  and  call  them  adverbial 
modifiers  1  A  participle  may  take  an  adverbial  modifier  or  an  object 
or — 1  Who  is  ready  to  shorten  that  definition,  shorten  it  and  yet 
make  it  tell  all  that  Christina  gained  1 

P.  A  verbal  adjective  is  derived  from  a  verb  and  it 
modifies  the  subject  and  can  take  an  adverbial  phrase,  an  object, 
or  any  adverbial  modifier. 


EI  14      EXERCISES  FOR  METHODS  OF  TEACHING 

(104)  T.  Yes.  You  said  it  modifies  the  subject.  Not  necessarily. 
It  may  modify  an  object.  ^^  I  saw  Uncle  Tom  sitting  by  the  window. ^^ 
You  see  ?    I  would  like  a  better  definition  yet.    Vera  ? 

P.  A  participle  is  a  verbal  adjective  and  is  derived  from 
a  verb.  It  shows  action.  No,  it  takes  an  object  and  adverbial 
modifiers. 

(105)  T.  I  think  that  sums  it  all  up.  Derived  from  a  verb, 
used  as  an  adjective.  Its  verbal  nature  is  shown  by  the  fact  that  it 
may  take  an  object  and  may  have  adverbial  modifiers.  Write  this 
definition  for  me  for  home  work,  —  a  good,  full  definition.  See  if 
you  can  apply  the  knowledge  you  have.  Who  sees  a  participle  in 
this  sentence  "i   Edward 'i 

P.  "  The  tiger,  crouching  in  the  tall  grass,  was  snarling 
defiance."    "  Crouching."    It  modifies  "  tiger." 

(106)  T.    Comes  from  the  verb  —  1 

P.    Comes  from  the  verb  "  crouch." 

(107)  T.    All  right.    The  next  one  1  fackl 

P.  "  Looking  more  closely,  I  saw  a  black  snake  among 
the  weeds."  "  Looking  "  is  a  participle  because  it  is  used  as  an 
adjective  to  modify  "I." 

(108)  T.  Do  you  think  you  could  go  through  These  and  apply 
your  k?iowledge  there  ?   I  think  you  could. 


CHAPTER  L 
ANTICIPATE  LESSON  PLANNING 

Avoid  neglect. —  It  is  well  to  anticipate  lesson  planning 
by  some  preliminary  easy  practice  in  writing  plans  instead 
of  postponing  it  until  the  class  reaches  Chapter  XXI,  since 
this  will  be  so  near  the  end  of  the  course  that  sufficient 
time  may  not  be  available  to  give  the  topic  the  attention 
it  deserves. 

An  actual  plan.  —  The  general-science  lesson  plan  given 
above,  on  page  E102,  was  written  and  carried  out  by  one 
of  the  regular  teachers  in  The  University  of  Chicago  High 
School,  Mr.  Wilbur  Beauchamp. 

While  the  lesson  was  taught  for  observation,  the  teacher 
did  not  know  that  his  plan  was  to  be  examined ;  hence  the 
written  plan  represents  a  real  teacher's  real  preparation  and 
has  not  been  ''  polished  up,"  as  are  many  published  plans. 
His  plans  of  other  lessons  not  observed  follow  the  same 
practice  of  outlining  main  points  of  subject  matter  and 
exact  wording  of  principal  questions.  Naturally  such  a 
plan  is  not  as  full  as  one  which  would  be  required  of  a 
practice  teacher. 

Opportunity.  —  The  lesson  on  participles  reported  on 
pages  E103-EI14  provides  a  body  of  material  from  which 
students  may  secure  some  easy  practice  in  writing  a  lesson 
plan.    The  following  assignment  may  be  made : 

Assignment.  —  Write  a  plan  of  the  lesson  on  participles 
as  follows  : 

I.  Outline  the  essential  points  in  the  subject  matter  as 
directed  in  2,^,  on  page  485. 

E115 


Eii6      EXERCISES  FOR  METHODS  OF  TEACHING 

II.  Outline  tht  getteral  procedure  dind  main  questions  as 
directed  in  3,  ^,  and  2>,  b,  on  page  485. 

Imitate  the  sample  outlines  given  on  page  ^86. 

Later  assignments.  —  Opportunities  for  other  easy  assign- 
ments in  lesson  planning  occur  in  connection  with  lessons 
observed.  Students  may  be  required  to  cast  some  of  these 
in  the  form  of  lesson  plans. 

Using  Bookmarks 

Attention  is  again  called  to  the  desirability  of  placing 
narrow  strips  of  paper  as  bookmarks  at  the  places  in  the 
text  and  exercises  where  the  discussion  centers.  This  saves 
time  in  turning  the  pages  to  the  appropriate  places.  See 
above,  page  Evi,  for  further  suggestions. 


i 


EXERCISES  ON   CHAPTER  X 
FORMING   HABITS  OF  HARMLESS   ENJOYMENT 

Easy  to  read  but  hard  to  prove  and  apply.  —  A  large 
part  of  this  chapter  will  be  easy  rapid  reading  because  it 
consists  of  easy  argument  or  propaganda  and  of  opinion. 
The  issues  raised,  however,  are  of  vital  importance  to  society 
and  education  and  may  be  made  the  subject  of  profound 
study.  Appropriate  subject  matter  to  attain  the  recreational 
aims  described  in  the  chapter  is  being  rapidly  organized,  but 
the  technique  of  using  it  successfully  is  difficult  to  master. 

Oral  reports  on  periodical  articles. —  If  time  permits,  a 
few  of  the  best  students  who  are  expecting  to  teach  English 
may  be  asked  to  report  the  striking  and  useful  suggestions  for 
teaching  contained  in  some  of  the  articles  listed  at  the  end 
of  this  chapter  in  the  exercise  book  or  other  related  articles. 

Procure  Literary  Digest, —  In  anticipation  of  exercise  20 
(which  see)  procure  or  read  copies  of  the  Literary  Digest. 

Important  exercises.  —  Do  not  fail  to  use  exercises  28 
and  29,  on  the  "  Marmibn  "  lesson. 

Recreational  Attitudes 

1.  Puritanism  versus  enjoyment.  —  State  in  which  of  the 
following  ways  you  regard  the  play  and  other  leisure  activities 
of  adolescents  and  adults  and  why :  as  predominantly 

(i)  instruments  of  Satan; 

(2)  a  means  of  keeping  them  out  of  mischief ; 

(3)  a  means  of  keeping  them  healthy  mentally  and  physically 
so  that  they  can  work  harder  and  more  efficiently ; 

(4)  activities  justified  by  the  enjoyment  which  they  afford. 

EI  17 


EI  1 8      EXERCISES  FOR  METHODS  OF  TEACHING 

Miscellaneous  Recreations 

2.  Two  aims  at  one  blow. —  In  the  case  of  most  students 
who  have  no  physical  abnormaHties  can  the  same  physical 
exercises  be  used  to  develop  both  health  and  habits  of  en- 
joyment}   Give  examples  and  explain. 

3.  Athletics  for  all. —  Could  the  following  practice  be 
carried  out  in  your  home  high  school  ?    Why  ? 

"  In  general,  it  is  the  policy  of  the  School  to  encourage  all 
pupils  to  take  a  reasonable  interest  in  athletics  rather  than  to 
center  attention  on  the  production  of  a  few  successful  teams. 
Suitable  playgrounds  make  it  possible  to  encourage  inter-class 
contests  and  games.  All  teams  are  given  adequate  instruction, 
inter-class  schedules  are  planned  for  all  the  School  sports,  and 
suitable  recognition  is  given  the  winning  class  teams.  The  grant- 
ing of  emblems  for  proficiency  in  athletics  is  governed  by  a  set 
of  rules  published  in  the  Students'  Handbook,  These  emblems  are 
publicly  conferred  in  the  School  Assembly  with  appropriate  exer- 
cises designed  to  bring  out  the  social  and  moral  aspects  of  athletic 
life,  and  in  particular  to  emphasize  the  fact  that  the  individual  has 
earned  this  recognition  under  strict  rules  guaranteeing  the  quality 
of  his  work."  —  From  the  Announcement  of  The  University  of 
Chicago  High  School. 

4.  Spirit  of  a  club.  —  A  history  teacher  who  assisted  in 
organizing  a  history  club  consisting  of  high-school  students 
had  the  club  make  a  rule  that  no  outside  preparation  for  the 
meetings  in  the  form  of  study  would  be  permitted.  Was 
this  a  good  rule  .?    Why  } 

5.  Dancing  and  parties. —  (a)  Should  high  schools  give 
instruction  in  social  dancing  .?  Why  .?     • 

(6)  Would  there  be  any  special  difficulties  in  organizing 
school  parties  in  pnblic  high  schools  similar  to  those  de- 
scribed on  page  238  for  a  private  high  school.?  Explain 
and  give  examples  if  you  know  of  any. 

6.  y^sthetics  of  music. —  (a)  Does  the  quotation  from 
Farnsworth  at  the  bottom  of  page  239  imply  that  the  "full 


HABITS  OF  HARMLESS  ENJOYMENT        EI19 

aesthetic  value  "  of  songs  can  be  best  developed  by  iinison 
singing  ? 

(6)  Compare  his  use  of  the  phrase  ''aesthetic  value"  in 
the  quotation  at  the  bottom  of  page  241.    What  does  it  mean  ? 

Understanding  Versus  Enjoyment  / 

7.  The  joys  of  medioaity.  —  (a)  What  proverbial  saying 
expresses  the  point  of  the  example  quoted  below  ? 

(&)  Would  this  proverb  apply  with  equal  force  to  matters 
of  health  ?    Why  ? 

(c)  What  is  the  force  of  the  term,  ''  mediocrity,"  in  the 
headline  of  this  exercise  ? 

A  Chicago  dramatic  reviewer  writes  of  an  acquaintance,  "  an 
eager  lady  who,  proficient  in  the  art  of  music,  seeks  her  happi- 
ness through  that  medium."  Yet,  so  thoroughly  trained  is  she  in 
music,  that  she  sits  through  most  concerts  "  in  gloomy  disapproba- 
tion. Even  her  own  endeavors  to  reproduce  the  masters  do  not 
always  please  her,  and  so  the  miseries  of  her  musical  existence  far 
exceed  her  joys  T 

''  This  lady  [says  the  reviewer]  is  a  frequent  patron  of  the 
theater.  Of  the  drama  she  knows  enough  to  find  her  way  about, 
to  look  for  her  favorite  authors  and  actors,  and  to  attend  them 
when  they  exhibit  in  this  vicinity.  Her  taste  in  the  matter,  how- 
ever, grades  with  that  of  one  who  in  music  would  be  moved  by 
the  specious  measures  of  '  You  Made  Me  Love  You,  and  I 
Didn't  Want  to  Do  It'  I  saw  her  the  other  evening  at  a  per- 
formance of  '  A  Perfect  Lady.'  Now,  '  A  Perfect  Lady,'  despite 
its  apparent  effectiveness  as  an  amusement,  is  not  a  good  play. 
Irving  Berlin  or  Gus  Edwardes,  dredging  the  depths  of  sound, 
never  dug  up  a  product  so  hopeless  musically  as  '  A  Perfect  Lady ' 
is  dramatically.  Yet  my  friend  sat  through  its  progress  entranced. 
She  was  as  happy  as  the  most  tainted  wether  of  the  flock.  Ifer 
childlike  raptures  at  each  obnoxious  discord  were  delightful  to  behold. 
Vanished  was  her  recital  look  of  bitter  yearnings  gone  the  discomfort 
and  despair.  I  learned  upon  inquiry  that  she  invariably  found 
happiness  in  the  theater.     '  Peg  o'  My  Heart '  fascinated  her,  as 


EI20      EXERCISES  FOR  METHODS  OF  TEACHING 

did  '  Pygmalion,'  and  '  Potash  and  Perlmutter,'  and  '  The  Legend 
of  Leonora.'  Yet  for  the  art  and  the  pseudo-art  of  the  theater 
which  contribute  so  much  to  the  joy  of  her  living  she  has  the  mild 
contempt  of  an  expert  in  another  art  whose  disappointments  for 
her  outnumber  its  fulfillments."  —  From  a  dramatic  editorial  by 
Hammond  in  the  Chicago  Tribune. 

8.  Temperamental  reactio7is. — When  you  read  the  verses 
given  below,  which  of  the  following  reactions  do  you 
make  ?    Why  ? 

(i)  Think,  "  Is  n't  it  hor-rid  ? " 

(2)  Feel  shocked.    At  what  ? 

(3)  Think,  "  My  professor  of  literature  would  n't  approve  of 
that.    Mercy!    No!" 

(4)  Feel  mildly  amused. 

(5)  Enjoy  it  hugely. 

(6)  Want  to  read  it  again. 

(7)  Wonder  whether  the  author  is  right. 

(8)  Think  it  is  true.    How  is  it  true .? 

(9)  Think  it  is  false.    How  is  it  false  ? 


THE  RECOIL 

By  Bert  Leston  Taylor 

I  met  a  friend  of  lofty  brow  — 

As  lofty  as  the  laws  allow. 

I  said  to  him,  "  You  '11  know,  I'm  sure  — 

What 's  doing  now  in  Litrychoor  t " 

Said  he  :  "I  hate  the  very  name ; 

I'm  weary  of  the  blooming  game. 

I  read,  whenever  I  have  time, 

Something  by  Phillips  Oppenheim." 

"  Cheer  up  !  "  said  I.    "  What 's  new  in  Art  ? 
You  drift  around  the  picture  mart. 
What  do  you  think  of  Mr.  Blum  ?  — 
Some  say  he 's  great,  some  say  he  's  bum." 


HABITS  OF  HARMLESS  ENJOYMENT        eI2I 

"I'm  strong  for  Blum,"  my  friend  replied ; 
''  His  pictures  are  so  queer  and  pied. 
I  would  n't  change  them  if  I  could ; 
I'd  rather  have  things  queer  than  good." 

I  spoke  of  this,  I  spoke  of  that. 

But  everything  was  stale  and  flat. 

Said  I,  "  You  once  adored  the  chaste. 

You  used  to  have  such  perfect  taste." 

"  Good  taste,"  he  wailed,  "  brings  but  distress, 

'T  is  an  affliction,  nothing  less  ; 

While  those  whose  taste  is  punk  and  vile 

Are  happy  all  the  blessed  while."  , 

"  Oh,  take  a  brace,  old  man  !  "  said  I. 

"  Let  me  prescribe  a  nip  of  rye. 

And  then  we  '11  go  to  see  a  play ; 

I  've  two  for  Barry  more  to-day." 

"  No,  no,"  he  groaned  ;  "  'twould  be  a  bore, 

With  all  respect  to  Barry  more." 

Said  I :  "  Then  whither  shall  we  go  ? " 

Said  he  :  "A  moving  picture  show." 

9.  Forms  of  etijoyment — (a)  What  forms  of  enjoyment 
mentioned  in  the  quotation  from  Thorndike  on  pages 
244-250  do  the  following  verses  call   forth?    Explain. 

WHY? 

By  Bert  Leston  Taylor 

Why,  when  the  sun  is  gold, 
The  weather  fine, 
r  The  air  (this  phrase  is  old) 

f.  Like  Gascon  wine ;  — 

\  Why,  when  the  leaves  are  red, 
L  And  yellow,  too, 

»  And  when  (as  has  been  said) 
\,  The  skies  are  blue  ;  — 


EI 22      EXERCISES   FOR  METHODS  OF  TEACHING 

Why,  when  all  things  promote 

One's  peace  and  joy,  — 
A  joy  that  is  (to  quote) 

Without  alloy ;  — 

Why,  when  a  man  's  well  off, 

Happy  and  gay. 
Why  must  he  go  play  golf, 

And  spoil  his  day  ! 

(&)  If  you  have  never  played  golf  do  you  see  any 
specially  hiimorotts   situation  or   suggestion   in   the   poem? 

(c)  After  answering  (6)  look  at  the  cartoon  on  page  E125. 
Does  this  cartoon  explain  the  Jmmor  in  the  poem  to  yoii^ 
or  does  it  appear  merely  as  contrasting  two  family  scenes  ? 

{d)  After  answering  (c)  examine  the  cartoons  on  pages 
E126-E127.  What  do  these  cartoons  suggest  concerning 
the  more  subtle  humor,  the  real  point  intended  by  Taylor 
in  his  poem  ? 

(e)  What  does  the  class  discussion  of  this  exercise  sug- 
gest concerning  itidividual  differences  in  enjoyment  of 
poetry  ? 

(/)  What  attitude  should  the  teacher  take  toward  these 
differences  ? 

10.  Literary  quality  of  enjoyable  verses.  —  (a)  Are  the 
verses  given  in  exercise  9  good  from  the  literary  stand- 
point ?  (Consider  such  questions  as  the  importance  of 
the  theme  and  the  thoughts  expressed,  attractiveness  of 
expression,  skill  in  versification.) 

(6)   Evaluate  the  verses  in  exercise  8  in  the  same  manner. 

(c)  After  (but  not  before)  answering  (&)  and  (c),  read  the 
facts  about  Mr.  Taylor  in  the  bibliography  on  page  E140, 
below,  number  14. 

11.  Tkomdikes  favorite  phrase.  — '■  What  is  Thorndike's 
favorite  phrase  to  describe  the  aesthetic  enjoyment  of 
literature }     (See  quotation,  pp.  244-250.) 


I 


HABITS  OF  HARMLESS  ENJOYMENT        EI23 

Art  and  Morality 

12.  Real  versus  pseudo-emotions.  —  (a)  Do  the  persons 
who  desire  all  reading  of  literature  to  have  some  moral  con- 
sequence expect  it  to  arouse  real  emotions  or  psendo-Q.Ts\o\Aor\.'s> 
in  terms  of  Thorndike's  discussion  on  pages  246-250? 

(6)  Which  sentences  in  Thorndike's  discussion  are  most 
important  in  helping  you  to  answer  (a)  ? 

13.  /;/  history.  —  What  sentence  in  the  Mahaffy  quota- 
tion on  pages  250—251  best  expresses  its  general  point  from 
the  standpoint  of  its  use  in  this  chapter  ? 

Forming  Habits  of  Enjoying  Reading  in  High  School. 
Teaching  Literature  in  High  School 

14.  Alternative  headings.  —  Which  of  the  headings 
given  immediately  above  is  more  useful  here }     Why  ? 

15.  Repetition  aspect.  —  From  the  standpoint  of  repeti- 
tion in  forming  habits,  which  of  the  following  practices  is 
better  ?    Why  ? 

(i)  To  read  2ifew  books  several  times. 

(2)  To  read  a  great  many  books  and  magazine  articles  each  once. 

16.  Zeal  aspect.  —  From  the  standpoint  of  zeal  and  in- 
terest as  factors  in  forming  habits,  which  practice  noted  in 
exercise  1 5  is  better  }    Why  ? 

17.  Getting  pupils  interested.  —  State  the  advantages  and 
disadvantages  of  each  of  the  following  practices  to  get 
pupils  interested  in  reading : 

(i)  Hand  the  pupil  a  suitable  book  for  his  age  and  let  him 
examine  it  for  15  minutes. 

(2)  Read  interesti?ig  parts  of  books  aloud  to  children. 

(3)  Let  pupils  browse  in  library. 

(4)  Have  children  list  books  they  like  and  make  these  books 
accessible. 

(5)  Occasional  papers  written  by  pupils  dhovX  favorite  books  \ 
papers  to  be  read  in  class  (see  references  5  and  8,  pp.  E139-E140). 


EI 24      EXERCISES  FOR  METHODS  OF  TEACHING 

18.  Making  a  reading  list.  —  In  making  a  list  of  books 
to  be  read  by  students  out  of  class,  which  of  the  devices 
listed  below  would  you  use  ?  Give  special  reason  for  each 
one  chosen. 

(i)  Look  up  list  of  college-entrance  requirements. 

(2)  Consult  {a)  a  professor  of  English,  {U)  a  high-school  teacher 
of  English,  (c)  a  teacher  of  science,  {d)  a  teacher  of  history, 
{e)  an  editor  of  a  local  paper,  (/)  a  public  librarian,  (^)  parents, 
{K)  a  book  dealer. 

(3)  Ascertain  list  of  books  in  home  libraries. 

(4)  List  your  own  leisure  reading  as  an  adolescent  and  adult. 

(5)  Turn  pupils  loose  for  a  week  in  a  library  and  require 
report  of  what  they  found  and  liked. 

(6)  Ask  students  to  list  the  books  which  they  have  read  during 
the  past  year. 

.  19.  Recent  authors.  —  (fl)  What  place  would  you  assign 
to  the  works  of  each  of  the  following  authors  in  the  reading 
by  high-school  pupils }  Name  the  works  which  you  would 
assign  or  reject,  with  reasons. 

(&)  What  suggestions  do  you  receive  in  answering  (a)  from 
the  note  on  the  voluntary  reading  of  high-school  students 
given  below  on  pages  E138-E139.? 

Mark  Twain  Jack  London 

O.  Henry  Booth  Tarkington 

Theodore  Roosevelt  Conan  Doyle 

Robert  Chambers  Gilbert  Parker 

Stephen  Leacock  Stanley  Weyman 

Ring  Lardner  Winston  Churchill 

David  Graham  Phillips  Rex  Beach 

Joseph  Conrad  Rudyard  Kipling 

J.  M.  Barrie  John  Fox,  Jr. 

W.  T.  Grenfell  John  Galsworthy 

Stewart  Edward  White  The  Duchess 

20.  Current  poetry.  —  Buy  or  secure  access  to  several 
numbers  of  the  Literary  Digest.     Use  them  as  follows  : 


HABITS  OF  HARMLESS  ENJOYMENT        El  25 

(a)  Select  two  poems  which  you  think  high-school  pupils 
would  enjoy.     Give  reasons  for  your  selection. 

(&)  How  would  you  read  these  for  your  own  enjoyment 
—  silently  or  aloud  ?  slowly  or  rapidly  ?  for  narrative  ?  for 
pictures  ?  for  words  ?  more  than  once  ? 

WHA.X    COLR    DOES    TO    A    A\/VIN 


Courtesy  of  New  York  Tribune 
ILLUSTRATION   OF   ENJOYMENT   OF   HUMOR 

See  exercise  9,  (c),  p.  E122 

(c)  Look  up  the  price  of  the  Literary  Digest  if  bought 
in  quantities  and  devise  a  scheme  for  procuring  copies  for 
use  in  class. 

id)  Describe  how  you  would  use  the  section  on  current 
poetry. 

(e)  In  what  other  subjects  might  the  magazine  be  used 
to  great  advantage  t 

(/)  What  sections  other  than  the  one  on  poetry  might 
you  use  in  the  English  class }    Why  > 


EI 26      EXERCISES  FOR  METHODS  OF  TEACHING 


21.  Periodical  reading.  —  (a)  In  the  facts  on  voluntary 
reading  of  periodicals  by  high-school  pupils,  on  page  E137, 
below,  what  accounts  for  the  predominance  of  the  Yotit/is 
Companio7t  ? 

{b)  Does  it  follow  from  this  predominance  that  the  Yoiitlis 
Compa7tio7i  is  the  l^est  periodical  to  emphasize  in  high  school 
in  forming  habits  of  reading  periodicals?    Explain. 

(c)  For  the  purpose  mentioned  in  (&),  what  two  periodicals 
in  the  list  on  page  E137  would  you  emphasize? 


THIS  IS  Y    =  r^' 

THE  Lire!      ^^      ^JsUA 
NOTHING  L\Y.^E\^^/I\  \ 
60LF  FOR  ENJOYING)  '    ^^ 
THE  OUTDOORS ' 


THE  START 
Why,  when  a  man  is  happy  and  gay 


HABITS  OF  HARMLESS  ENJOYMENT        EI27 


(d)  State  what  should  be  done  with  each  of  the  following 
to  form  habits  of  enjoying  reading  in  high-school  pupils  : 

Local  daily  paper  The  Parisienne 
High-grade   metropolitan    daily      The  Outlook 

or  Sunday  paper  National  Geographic  Magazine 

Saturday  Evening  Post  Popular  Mechanics 

Ladies'  Home  Journal  Outing 

-t-Icar3t'3  Magazine  Good  Housekeeping 
Snappy  Stories 


THE  FINISH 

Must  he  go  play  golf,  and  spoil  his  day  ? 

See  exercise  9,  (d),  p.  E122 


EI 28      EXERCISES  FOR  METHODS  OF  TEACHING 

22.  Amount  of  reading.  —  (a)  How  many  hotcrs  a  week 
of  recreational  reading  should  a  high-school  student  do  ? 

{h)  Hoiv  many  words  will  he  read  in  this  time  ?  Use 
data  given  below,  on  page  E193. 

(c)  At  this  rate  Jiozv  long  would  it  take  him  to  read  some 
standard  book,  such  as  ''Treasure  Island,"  or  some  other 
volume  that  you  have  at  hand  for  examination  ? 

23.  Reading  experiejice.  —  State  what  differences  you 
would  make  in  reading  assignments  for  the  following : 

(i)  Child  of  a  professor  or  editor ;  has  read  all  children's  books, 
much  adult  fiction,  travel,  etc. 

(2)  Studious  grind  of  poor  family ;  thinks  she  has  no  time  for 
anything  except  textbooks  and  housework, 

(3)  Nonstudious,  nonreading  boy  ;  wants  to  be  outdoors  all  the 
time  or,  if  indoors,  dancing  or  playing  cards  and  pool. 

24.  Fiction:  individual  differences  in  methods  of  reading. 
—  State  what  allowance  you  would  make  for  the  following 
differences  in  methods  of  reading  fiction  for  enjoyment. 

(i)  Some  pupils  and  educated  adults  skip  descriptions. 

(2)  Some  do  not  enjoy  reading  if  they  know  the  story  in  advance. 

(3)  Some  read  the  beginning,  then  the  ending,  then  the  rest. 

(4)  Some  read  choice  parts  time  and  again. 

25.  Loveliness  and  logic.  —  The  poems  below  were  in- 
cluded by  the  Boston  Transcnpt  among  the  thirty  best  poems 
published  in  19 16-19 17.  Read  each  slowly,  out  loud,  at  least 
once.    Then  answer  the  questions  printed  on  page  E130. 

BARTER 
By  Sara  Teasdale 

Life  has  loveliness  to  sell. 

All  beautiful  and  splendid  things. 

Blue  waves  whitened  on  a  cliff, 
Soaring  fire  that  sways  and  sings. 

And  children's  faces  looking  up 

Holding  wonder  like  a  cup. 


HABITS  OF  HARMLESS  ENJOYMENT        EI29 

Life  has  loveliness  to  sell, 

Music  like  a  curve  of  gold, 
Scent  of  pine-trees  in  the  rain, 

Eyes  that  love  you,  arms  that  hold, 
And  for  your  spirit's  still  delight. 
Holy  thoughts  that  star  the  night. 

Spend  all  you  have  for  loveliness, 

Buy  it  and  never  count  the  cost ; 
For  one  white  singing  hour  of  peace 

Count  many  a  year  of  strife  well  lost, 
And  for  a  breath  of  ecstasy 
Give  all  you  have  been,  or  could  be. 

Love  Songs  (The  Macmillan  Company) 


TO  A  LOGICIAN 

By  Dana  Burnet 

Cold  man,  in  whom  no  animating  ray 

Warms  the  chill  substance  of  the  sculptor's  clay ; 

Grim  Reasoner,  with  problems  in  your  eyes, 

Professor,  Sage  —  however  do  they  call  you  ? 

Far-seeing  Blindman,  fame  shall  yet  befall  you  ; 

Carve  you  in  stone  —  that  winter  of  the  wise  !  — 

And  set  you  up  in  some  pale  portico 

To  frown  on  heaven  above,  on  earth  below. 

I  shall  make  songs  and  give  them  to  the  breeze. 

And  die  amid  a  thousand  ecstasies ! 

I  shall  be  dust,  and  feel  the  joyous  sting 

Of  that  sweet  arrow  frorn  the  bow  of  Time 

Which  men  call  Spring. 

And  out  of  my  dead  mouth  a  rose  shall  come  like  rime ! 

But  you,  in  your  eternal  state  of  snows. 

Shall  thrill  no  more  to  life's  resurgent  flood. 

Nor  cast  death's  laughter  into  April's  rose ! 

You  shall  be  marble,  who  were  never  blood. 

Harper's  Magazine 


EI30      EXERCISES  FOR  METHODS  OF  TEACHING 

(a)  What  sentences  on  page  262  do  the  poems  illustrate  ? 
(6)  What  antithesis  do  they  suggest  between  this  chapter 
and  the  preceding  one  ? 

(c)  What  new  title  for  the  first  poem  would  you  suggest  ? 

(d)  Are  the  sentiments  of  the  first  one  suited  only  to 
sentimental  women  and  long-haired  artists  ?    Explain. 

26.  Technique  with  classics.  —  In  teaching  literary  classics 
which  of  the  following  would  you  emphasize  ?    Why  ? 

(i)  Life  of  the  author  and  history  of  his  literary  relationships. 

(2)  Technique  of  workmanship. 

(3)  The  spontaneous  responses  of  the  students. 

(4)  The  purpose  of  the  author  in  writing  the  selection. 

(5)  The  phases  of  the  selection  which  you  enjoy  most  yourself. 

(6)  Punctuation,  spelling,  parsing,  analysis. 

(7)  Explanation  of  allusions  and  unusual  words. 

(8)  If  a  play : 

(a)  The  fundamental  story  (or  plot). 
{b)  Stage  directions. 

\c)  Expressive  reading  of  the  whole  play  by  the  teacher. 
{d)  Elocutionary  reading  of  parts  by  pupils. 
{e)  Historical  setting. 

27.  History  of  literature.  —  To  which  of  the  following  is 
the  history  of  literature  most  closely  related :  (i)  forming 
habits  of  harmless  enjoyment  or  (2)  the  study  of  history  as 
descriptive  sociology.?    Explain.    (Cf.  p.  E139,  §  6.) 

28.  Write  a  plan  of  the  lesson  on  ^^  Marmion!'  —  Write 
a  plan  of  the  lesson  on  "  Marmion  "  on  pages  E131-E136. 
Include  (i)  the  five  main  points  in  the  subject  matter  and 
(2)  the  principal  questions  asked.  Hand  it  in.  See  directions 
for  lesson  plans  on  pages  484-486. 

29.  Evaluate  the  ''  Marmion  "  lesson.  —  {a)  Does  the 
*'  Marmion  "  lesson  avoid  the  criticisms  implied  in  the  satire 
on  pages  260-262  of  the  text }    Explain. 

(&)  Point  out  two  commendable  features  in  the  lesson, 
(c)  Which  items  in  exercise  26  does  it  emphasize  ? 


HABITS  OF  HARMLESS  ENJOYMENT        EI31 

PART  OF  A  LESSON  ON  SCOTT'S  "MARMION"! 

This  lesson  was  actually  conducted  as  set  forth  in  the  dialogue, 
which  was  transcribed  by  a  stenographer  who  was  present  for 
that  purpose. 

In  order  to  get  the  full  effect  of  the  lesson,  including  many 
crudities  in  the  pupils'  answers,  read  it  out  loud. 

The  first  part  of  the  lesson  (not  quoted  here)  was  devoted  to 
the  telling  of  the  story  by  the  pupils  and  to  its  historical  setting. 
In  the  latter  connection  the  discussion  turned  to  "  knighthood  " 
and  proceeded  as  follows : 

( j)  Teacher.  What  were  the  ideals  of  the  knights  of  that  period? 
Pupil.  They  must  be  brave,  fight  well,  ride  well,  and  be 
faithful. 

(2)  T.    Anything  else  ? 

P.  They  must  always  be  loyal  to  their  king,  and  help 
anyone  in  trouble. 

(3)  T.  These  were  the  chief  points.  Have  you  read  any  stories 
of  any  other  knights  besides  ''  Marmion  "  1 

1ST  P.  "  Sir  Launfal,"  "  Ivanhoe." 

2D  P.  All  the  stories  of  the  Round  Table. 

3D  P.  "  Parsifal." 

(4)  T.  Does  that  belong  to  this  period  1 
P.  A  little  earlier. 

(5)  T.  Still.,  you  have  read  about  knights  and  their  ideals ;  any 
other  stories  ? 

P.    "Sir  Nigel." 

(6)  T.    Who  is  the  most  interesting  knight  you  have  read  about? 
P.    Ivanhoe. 

(7)  T.     You  liked  that  best  ?    How  many  do  1 
(Hands.) 

(8)  T.  A  good  story  of  a  very  interesting  knight.  Do  you  think 
Marmion  was  a  true  knight  1 

(Hands.) 

P.  I  think  he  was  as  far  as  fighting  and  braveness  were 
concerned,  but  when  he  put  Clare  in  prison,  —  I  don't  think  that 
showed  a  good  spirit. 

1  From  Romiett  Stevens's  "  The  Question  in  Instruction,"  pp.  90-95. 


ET32      EXERCISES  FOR  METHODS  OF  TEACHING 

(9)  T.    Why  did  he  put  Clare  in  prison  "i 

P.  I  mean  Constance  —  he  wanted  to  marry  Clare,  and 
he  put  Constance  in  prison  to  get  her  out  of  the  way. 

(10)  T."    Did  he  put  her  in  there  expecting  she  would  be  killed'} 
P.    No. 

(11)  T.     Your  opinion,  Arthur 'i 

Arthur.    He  was  worse  when  he  forged  the  letters. 

(12)  T.     You  think  that  was  the  greatest  wrong  that  he  did? 
How  many  agree? 

Pupils.    Yes. 

(13)  T.    He  simply  felt  that  Constance  would  be  taken  care  of 
in  that  monastery.    Do  you  consider  him  the  hero  of  the  poem  ? 

P.    I  do,  yes  ;  because  it  is  mostly  about  him. 

(14)  T.    Well,  you  say  he  is  a  man  guilty  of  treason,  and  he 
certainly  didn't  protect  the  weak,  —  not  a  hero  in  that  respect. 

Dorothy.  I  think  the  hero  in  a  book  ought  to  be  a  very 
good  man,  and  I  think  the  man  Scott  has  in  mind  to  be  the  hero 
is  Ralph  De  Wilton. 

(15)  T.    Your  opinion,  B?'uce? 

Bruce.  I  think  Ralph  De  Wilton  is  the  hero  in  a  way,  — 
I  think  Marmion  is  a  sort  of  hero,  —  toward  the  end  Marmion  is, 
and  Ralph  De  Wilton  in  the  beginning. 

(16)  T.    Which  one  triumphs  in  the  end? 

P.    I  think  Marmion  —  I  mean  Ralph  De  Wilton. 

(17)  T.     Your  opinion,  Carl? 

Carl.  I  think  Marmion ;  he  was  n't  a  hero  through  the 
book,  but  I  think  if  he  could  have  revived  after  he  had  been  hurt, 
he  would  have  been  a  good  man ;  he  was  sorry  when  he  heard 
about  Constance. 

(18)  T.    Ed? 

Ed.  I  think  he  is,  it  is  a  sort  of  an  English  knight ;  I 
don't  judge  a  man  by  whether  he  is  good  or  not,  —  the  chief  man 
in  the  book. 

P.  It  tells  more  about  Marmion  than  Ralph  De  Wilton, 
but  I  dbn't  think  he  is  the  hero. 

(19)  T.    You  consider  Ralph  De  Wilton  the  hero  ? 
P.    Yes. 


HABITS  OF  HARMLESS  ENJOYMENT        EI33 

(20)  T.     Vou  think  it  was  the  times  rather  than  the  man  himself^ 
Pupils.    Yes. 

(21)  T.  That  is  perfectly  true ;  I  must  confess  I  think  the  story 
is  a  little  weak  in  that  point, —  it  is  called  ''  Marmioji,''  but  the  one 
who  tfiumphs  really  is  Ralph  De  Wilton. 

P.    The  most  part  of  it  is  about  Marmion. 

(22)  T.    Yes, 

P.    So  I  think  you  could  consider  the  book  well  named. 

(23)  T.  That  is  perfectly  true,  but  there  is  that  other  criticism 
that  Marmion  himself  is  not  the  one  who  triumphs ;  it  is  the  over- 
throw, really,  of  Marmion,  who  represents  the  evil,  and  Ralph  De 

Wilton,  the  good}  Someone  spoke  of  the  worst  thing  he  did,  which 
was  treason ;  does  anyone  think  that  in  that  time  forgery  was 
rather  out  of  harmony  ? 

P.  I  don't  think  he  would  have  done  it  in  anything  else ; 
I  think  he  thought  —  that  he  knew  —  Clare  liked  Ralph  better 
than  she  did  him,  and  she  wanted  to  get  him  out  of  the  way. 

(24)  T.  The  author  was  very  consistent  in  ptittifig  his  whole 
story  in  the  Middle  Ages,  and  that  one  point  of  forgery  was  rather 
a  commercial  point.  What  do  you  consider  the  real  weakness  i?i 
Marmion^ s  character  1 

1ST  P.  He  wanted  to  be  so  great  himself;  he  wanted  every- 
thing ;  and  Constance  did  n't  have  any  lands  and  Clare  did,  so  he 
wanted  to  marry  her,  and  he  forged  the  letters. 

2D  P.    His  weakness  was  in  how  he  loved  people. 

(25)  T.     What  do  you  mean  exactly  1 

P.  At  first  he  loved  Constance,  and  Clare  came  along, 
and  he  liked  her  because  she  had  lands. 

(26)  T.    He  really  always  loved  Co7istance,  didnH  he? 

P.  His  pride  and  self-conceit,^  —  and  in  the  second  place 
he  thinks  he  is  greater  than  Ralph  De  Wilton,  so  Clare  should  like 
him  better;  he  says:  "  I  am  this  wonderful  knight — ." 

(27)  T.  His  conceit,  his  ambition,  is  really  the  thing  that  proves 
his  downfall.    I  asked  you  to  select  any  stanzas  that  you  considered 

1  What  could  the  teacher  have  meant  by  this  statement  ? 

2  Probably  reverting  to  the  main  question  of  weaknesses  in  No.  24, 
above. 


\ 


EI  34      EXERCISES  FOR  METHODS  OF  TEACHING 

particularly  good  on  account  of  the  color.    Did  you  find  one  ?  The 
canto  and  the  stanza  ?  Dorothy  ? 

Dorothy.    Canto  I,  stanza  I. 

(28)  T.    Read  it  out  loud. 

Dorothy.    "  Along  tixC  bridge  Lord  Marmion  rode, 
Proudly  his  red-roan  charger  trode," 
(Reads  20  lines.) 

(29)  T.    That  is  a  very  good  description  of  Marmion  there ^  hut 
has  it  much  color  ? 

Dorothy.    I  think  it  has. 

(30)  T.     What  part? 

Dorothy.    His  appearance,  his  face  — 

(31)  T.     Was  bright? 
Dorothy.    No  it  was  dark. 

(32)  T.    Is  that  color?  I  think  that  is  a  capital  description,  but 
I  don^t  think  there  is  much  color  in  it. 

Dorothy.    I  didn't  find  any  stanza  I  thought  was  any 
better. 

{7,1)  T.    Margaret? 

Margaret.    I  took  Canto  IV  and  stanza  XXVIII. 
(3  4)  T.  fust  read  that  part  of  it  that  has  a  good  deal  of  color  in  it. 

Margaret.    It  is  all  through  the  stanza : 

"  Nor  mark'd  they  less,  where  in  the  air 
A  thousand  streamers  flaunted  fair ; 
Various  in  shape,  device  and  hue, 
Green,  sanguine,  purple,  red  and  blue.  " 

(Reads  about  20  lines.) 

(35)  T.    A  good  deal  of  motion  in  that. 

Margaret.    And  the  color  of  all  the  different  flags. 

(36)  T.    There  was  a  capital  description  right  after  the  one  you 
read,  Dorothy,  —  the  trappings  of  the  horses  — 

P.   Yes,  I  think  it  was  light  blue. 

(37)  T.    Any  stanza  you  found  with  a  great  deal  of  action; 
where  would  you  look  to  fifid  a  stanza  with  a  great  deal  of  action  ? 

P.    At  the  end  of  the  book. 

(38)  T.    What  was  that? 
P.    Flodden  Field. 


HABITS  OF  HARMLESS  ENJOYMENT        El 35 

(39)  T.    Anyone  find  a  good  stanza  there  ?  Margaret  ? 
Margaret.     There   was   a  good   deal  of   action  where 

Marmion  — 

(40)  T.    There  was  a  good  deal— 

P.    Where  he  dashes  over  the  drawbridge. 

(41)  T.     Yes;  any  in  the  battle  "i    Carltofi?   Turn  Jo  the  class 
and  read  it  aloud. 

Carlton.    "  At  length  the  freshening  western  blast 
Aside  the  shroud  of  battle  cast ;  " 

(Reads  16  lines.) 

(42)  T.    That  is  very  good;  and  the  next  stafiza^  in  the  fight 
itself;  how  many  ftoticed  that  1 

(Hands.) 

(43)  T.     What  passages  in  "^"^  Marmion  ^^  are  quoted  frequently^ 
Anna  1 

Anna.  I  think  where  Marmion  says  good-by  to  Douglas, 
and  where  Douglas  is  angry  because  Marmion  tells  him  that  he 
has  lied. 

(44)  T.     Why  do  you  suppose  that  is  so  frequently  selected  to  be 
put  into  readers  ? 

P.    I  think  it  has  so  much  feeling  and  so  much  swing  — 

(45)  T.    It  has  feeling  and  swing — 
P.    Yes. 

(46)  T.    Any  other  reason  ?  How  many  can  just  see  those  two 
men,  Douglas  and  Marmion,  pitted  against  each  other  1  Any  other  ? 

P.    "  O  woman  !  in  our  hours  of  ease 

Uncertain,  coy,  and  hard  to  please. 
And  variable  as  the  shade 
By  the  light  quivering  aspen  made ; 
When  pain  and  anguish  wring  the  brow, 
A  ministering  angel  thou  !  " 

(47)  T.  Do  you  believe  that  1 
P.  No. 

(48)  T.  I  don't  either ;  it  may  have  been  true  at  that  time. 
P.  There  is  another,  where  Constance  says ; 

"  And  come  he  slow,  or  come  he  fast. 
It  is  but  Death  that  comes  at  last." 


EI  36      EXERCISES  FOR  METHODS  OF  TEACHING 

(49)  T.    Another  1 

Margaret.    "  And  dar'st  thou  then 

To  beard  the  lion  in  his  den, 
The  Douglas  in  his  hall  ?  " 

(50)  T.    Houf  many  have  read  ''  The  Lady  of  the  Lake  "  / 
(Hands.) 

(51)  T.  Which  do  you  like  better,  "  Marmion  "  or  "  The  Lady 
of  the  Lake'' ^ 

Ed.  "  The  Lady  of  the  Lake,"  I  read  about  two  years 
ago  in  Miss  A.'s  class,  and  I  can  remember  it,  but  this  I  couldn't 
remember  in  a  couple  of  weeks. 

(52)  T.    Dorothy  1 

Dorothy.  I  think  I  would  know  right  away  that  I  was 
reading  Scott;  the  two  books;  he  repeats  himself  the  way  Macaulay 
does ;  their  heroes  are  something  the  same. 

(53)  T.  Lt  is  Scott  all  the  way  through.  What  do  you  think  are 
the  strong  points  in  "  Marmion  "  1 

P.    I  don't  know. 

(54)  T.    How  many  feel  that  the  descriptions  are  capital  1 
(Hands.) 

(55)  T.  L  want  everyone  by  Monday  to  have  purchased  a  copy 
of  "  ^las  Marner,''  etc.,  etc.  For  to-morrow  prepare  the  grammar 
on  page  g^,  etc.,  etc. 

Voluntary  Reading  by  8cx)  High-School  Pupils 

The  following  information  was  secured  in  the  Decatur, 
Illinois,  High  School  in  response  to  a  questionnaire  sub- 
mitted by  the  superintendent,  J.  O.  Engleman,  and  is 
published  in  his  report  for  1914-1915.  While  there  are 
certain  defects  in  this  method  of  securing  information,  the 
outcome  is  useful  for  suggestions  in  regard  to  reading. 

MAGAZINE  READING 

Replying  to  the  question,  "  What  magazines  do  you  regularly 
read?"  loi  answer  "None."  The  other  700  students  ought  to 
find  magazine  reading  suited  to  their  varied  tastes,  for  they  read  a 


HABITS  OF  HARMLESS   ENJOYMENT        EI37 


total  of  178  different  publications  !    It  may  surprise  many  readers 
to  know  that  there  is  such  a  formidable  list  to  be  found. 

Below  may  be  seen  a  list  of  25  of  the  most  popular  magazines 
read  by  our  students,  judged  by  the  number  of  regular  readers 
of  each : 

The  Youth's  Companion read  by  182  students 

The  Ladies'  Home  Journal    ....  "  "  156  students 

Saturday  Evening  Post "  "  93  students 

Popular  Mechanics "  "  78  students 

■  Woman's  Home  Companion      ...  "  "  72  students 

Pictorial  Review "  "  72  students 

Collier's "  "  71  students 

Cosmopolitan "  "  65  students 

American  Boy "  "  59  students 

The  Outlook "  "  59  students 

Life "  "  47  students 

McCall's    .........  "  "  46  students 

American  Magazine "  ''  44  students 

Ladies'  World "  "  44  students 

Literary  Digest "  . "  43  students 

Delineator "  "  38  students 

Woman's  World "  "  36  students 

Scientific  American "  ''  31  students 

Everybody's "  "  30  students 

Puck "  "  29  students 

Harper's "  "  28  students 

Good  Housekeeping "  "  28  students 

McClure's "  "  28  students 

Current  Opinion »»  »?  27  students 

World's  Work "  "  26  students 

At  the  other  end  of  the  scale  are  65  magazines  with  but  one 
reader  each,  and  2 1  others  with  only  two  readers  each.  This  list 
of  86  includes  many  of  the  magazines  most  widely  read  by  adults, 
and  especially  by  scholarly  adults. 

There  are  prominent  educators  who  believe  that  the  high  school 
can  well  afford  to  use  magazines  freely  as  a  basis  for  the  work  in 
English,  even  if  it  means  giving  less  attention  to  the  classics  so 
long  prescribed  and  taught.  But  whether  we  would  adopt  that 
course  or  not,  it  seems  that  a  worth-while  work  can  be  done  by 


pi38      EXERCISES  FOR  METHODS  OF  TEACHING 

placing  in  the  hands  of  the  English  teachers  a  list  of  the  loi 
students  who  have  not  yet  learned  to  read  magazines,  and  by 
recommending  that  they  introduce  them  to  the  various  types  of 
reading  matter  found  in  the  best  of  the  magazines  accessible.  For 
a  certain  number  of  lessons  to  be  given  acquainting  students  with 
the  character  of  different  magazines  —  some  being  scientific,  some 
religious,  some  political  or  sociological,  some  literary  in  the  best 
sense,  some  devoted  to  art,  some  to  current  events,  some  valuable 
for  their  book  reviews,  some  for  matters  of  fashion,  etc.  —  is  to 
enable  students  to  leave  the  high  school,  finally,  with  a  reading 
habit  and  a  discriminating  taste  that  ought  to  persist. 

BOOKS  VOLUNTARILY  READ 

The  students  who  have  not  read  a  single  book  (not  required 
by  the  teacher)  during  the  semester  number  269.  One  hundred 
and  fourteen  failed  to  answer  the  question  calling  for  the  number 
of  books  read.  It  is  fair  to  assume  that  few,  if  any,  of  these  had 
read  any  books.  Thus  it  would  appear  that  j8j  studefits,  or 
almost  half  of  the  number  replying^  have  done  no  reading  of  hooks 
save  that  required  by  their  teachers. 

But  the  other  400  students  had  read  a  list  of  books  amazing  in  its 
variety.  Four  hundred  and  eighteen  different  titles  appear  in  the  list. 
Of  this  number  the  book  most  widely  read  during  the  semester  is 
"  Eyes  of  the  World,"  read  by  1 7  students.  Others  most  popular  are : 

Girl  of  the  Limberlost with  1 5  readers 

Polyanna 

Shepherd  of  the  Hills 

Freckles 

The  Virginian 

Inside  the  Cup 

St.  Elmo 

Crisis 

Lavender  and  Old  Lace 

Winning  of  Barbara  Worth      .... 
Little  Women 

Ben  Hur,  Bible,  Graustark,  Rosary,  Their  Yesterdays,  each  with  6. 
Alger  books.  Call  of  the  Wild,  Laddie,  Rebecca  of  Sunnybrook 
Farm,  and  Tom  Sawyer,  each  with  5, 


"     15  readers 

"     14  readers 

"     12  readers 

"     II  readers 

"     10  readers 

"       9  readers 

"       8  readers 

"       8  readers 

"       8  readers 

"       7  readers 

HABITS  OF  HARMLESS  ENJOYMENT         EI39 

Three  hundred  and  thirty-two,  or  nearly  80  per  cent  of  the 
books  in  the  list,  had  but  one  reader  each.  Inasmuch  as  this  is 
purely  voluntary  reading,  it  is  of  interest  to  note  in  what  divers 
and  diverse  directions  the  student's  fancy  takes  him  when  left  to 
gravitate  as  it  pleases. 

Perhaps  the  more  significant  thing  is  the  list  of  titles  not  to  be 
found  in  the  list.  Dickens,  with  his  long  array  of  novels,  has  but 
4  voluntary  readers  ;  Hawthorne,  2  ;  Scott,  2  ;  Kipling,  i  ;  Bulwer 
Lytton,  I  ;  Cooper,  2  ;  Victor  Hugo,  2  ;  Barrie,  i  ;  Milton,  i ; 
Tennyson,  i  ;  Kingsley,  i  ;  and  Shakespeare  (mirabile  dictu !),  i  ; 
Stevenson,  none ;  George  Eliot,  none. 

Additional  Bibliography 

English  Journal.  —  If  yo7i  would  be  a  progressive  teacher 
of  English,  read  the  Ejiglish  Journal  regularly. 

Reading. —  i.  Abbott,  Allan.  To  Beginners  in  English  Teach- 
ing. English  Journal,  September,  19 12,  Vol.  I,  pp.  419-424. 
Progressive  article  by  one  who  has  achieved  much  in  improved 
methods  of  teaching  English  to  high-school  pupils. 

2.  AsHMUN,  Margaret.  Library  Reading  in  High  School. 
School  Review,  Vol.  XVIII,  pp.  270-273.  Discusses  kinds  of 
books  boys  and  girls  like  to  read  at  different  ages. 

3.  AsHMUN,  Margaret.  Teaching  Reading  in  High  School. 
School  Review,  Vol.  XVIII,  pp.  196-199.    Suggests  how  to  teach. 

4.  BoLENius,  Emma  Miller.  Teaching  Literature  in  the 
Grammar  Grades  and  JJigh  School.  (Houghton  Mifflin  Company, 
19 1 5.)  Practical  directions  by  a  high-school  teacher  concerning 
reading  and  teaching  about  poetry,  the  drama,  short  story,  novel, 
essay,  and  oration. 

5.  Henchman,  W.  S.  Reading  Clubs  instead  of  Literature 
Classes.    English  Journal,  February,   19 17,  Vol.  VI,  pp.  88-95. 

6.  Long,  W.  J.  American  Literature.  (Ginn  and  Company, 
19 13.)  Treats  history  of  literature  in  relation  to  national  develop- 
ment. 

7.  Mikels,  Rosa  M.  R.  Short  Stories  for  High  Schools. 
(Charles  Scribner's  Sons,  19 15.)  Interesting  selections  from 
standard  authors.    A  handy  volume  of  good  reading  for  anyone. 


EI40      EXERCISES  FOR  METHODS  OF  TEACHING 

8.  Opdycke,  J.  B.  Literature  a  la  Carte.  School  Review, 
February,  19 17,  Vol.  XXV,  pp.  101-112.  Clever  article  in  favor 
of  giving  pupils  more  choice  in  selection  of  reading. 

9.  Opdycke,  J.  B.  Editing  to  Kill.  School  Review,  April, 
1915,  Vol.  XXIII,  pp.  225-235.  Very  readable  criticism  of 
having  pupils  read  annotated  editions  of  classics. 

10.  Thomas,  S.  T.  The  Teachi?ig  0/  English  in  the  Secofidary 
School.  (Houghton  Mifflin  Company,  1917.)  Many  practical  sug- 
gestions for  teaching  poetry,  fiction,  drama,  essay,  and  for  organ- 
izing outside  reading. 

Reading  lists 11.   Herzberg,  M.  J.    The   Wo?'ld  of  Books. 

(The  Pivot  Press,  Newark,  New  Jersey,  second  edition,  15  cents.) 
A  guide  to  reading  for  young  people  in  which  may  be  found 
many  kinds  both  grave  and  gay.  Classified  according  to  types  of 
reading  and  semesters.    Very  useful. 

Clubs.  —  12.  Snell,  C.  a.  Mathematics  Clubs  in  High  School. 
Mathematics  Teacher,  1915-1916,  Vol.  VIII,  pp.  72-78. 

Entertainments :  social  centers.  —  13.  Perry,  Clarence  A. 
Community- Center  Activities.  (Russell  Sage  Foundation,  New 
York  City,  19 16.)  A  handbook  telling  what  to  do  and  how  to 
do  it  in  entertainments,  contests,  social  gatherings,  clubs,  voluntary 
classes,  etc.    By  the  leader  in  community-center  work  in  America. 

Just  for  fun.  —  14.  Taylor,  Bert  Leston  (B.L.T.).  A  Line- 
o'-Verse  or  Two.  (The  Reilly  &  Britton  Co.,  Chicago,  19 11.) 
Mr.  Taylor  probably  contributes  more  daily  pleasure  to  more 
readers  than  any  other  American  writer.  His  daily  column  in 
the  Chicago  Tribune,  entitled  "  A  Line-o'-Type  or  Two,"  is  read 
eagerly  by  persons  of  all  ranks  throughout  the  Middle  West  and 
even  in  more  distant  places.  It  contains  original  poems  in  Eng- 
lish (and  sometimes  in  Latin)  by  the  editor,  serious  and  humorous 
comments  on  current  events,  and  witticisms  by  contributors  who 
are  lucky  enough  to  ''  make  the  line."  Mr.  Taylor  plays  golf  for 
recreation  and  takes  long  canoe  trips  in  the  northern  woods  during 
his  vacations.  His  writings  reflect  his  recreational  interests  and 
his  contact  with  the  great  problems  of  life  through  service  with 
one  of  the  "  world's  greatest  newspapers." 


CHAPTER  M 

SPECIALIZED  INDIVIDUAL  OBSERVATIONS 

Purpose.  Provide  for  varied  interests.  —  If  time  and 
opportunity  permit,  provide  for  individual  differences  in 
the  specialized  interests  of  members  of  the  class  by  arrang- 
ing for  individual  observations  as  described  below. 

Assignment.  Make  five  observatiojts.  —  Choose  some 
phase  of  teaching  discussed  in  Parker's  text  which  is  es- 
pecially important  in  your  subject.  Make  five  observations 
of  lessons  in  which  this  phase  of  teaching  is  prominent. 

Suggested  phases  for  observation.  —  The  following  phases 
with  parallel  chapters  or  pages  in  the  text  are  suggested  : 

(i)  Foreign  languages.  Pronunciation,  pages  1 14-1 19  ;  vocabu- 
lary and  grammatical  usage.  Chapter  VI I, 

(2)  Social  sciences.  The  use  of  problem-solving  methods  in 
history,  civics,  and  economics,  pages  169-205. 

(3)  Mathematics.  Making  its  abstract  ideas  more  real,  pages 
205-226. 

(4)  Literature.  The  technique  of  securing  responses  of  enjoy- 
ment, pages  242-267. 

(5)  Expression.    Chapter  XI. 

(6)  Laboratory  methods.    Chapter  XIX. 

Form  of  report.  —  {a)  Write  a  concise  report  of  your 
observations  to  cover  not  more  than  five  theme  pages. 

ip)  Preface  the  report  with  a  list  of  the  observations, 
giving  name  of  subject,   school,  grade,  and  teacher. 

{c)  Write  a  unified  discussion  of  the  phase  of  teaching 
observed  and  its  technique  as  illustrated  in  your  observations. 
Give  evidence  and  examples  from  the  latter  but  do  not 
describe  them  one  after  the  other  or  in  detail. 

E141 


EXERCISES  ON  CHAPTER  XI 

TRAINING  IN  EXPRESSION 

What  use  can  I  make  of  this  chapter?  —  This  chapter 
may  be  of  practical  value  not  only  to  teachers  of  English 
composition  and  drawing  but  also  to  teachers  in  other  sub- 
jects who  are  interested  in  "cooperative"  training  in  ex- 
pression. It  may  also  prove  helpful  to  those  readers  who 
are  trying  to  master  the  art  of  expression  for  themselves. 
Therefore  the  following  assignment  is  suggested. 

Assignment.  —  Write  a  paper  of  not  more  than  two  theme 
pages  in  answer  to  the  following  question,  "What  use  can 
I  make  of  this  chapter  not  only  in  teaching  but  also  in  my 
own  efforts  at  expression  now  or  later  ?  "  Hand  the  paper 
in  when  the  discussion  reaches  exercise  22. 

Read  pages  269-290.  —  Read  pages  269-290  rapidly  at 
first  reading.  Then  prepare  through  exercise  7  for  the  first 
discussion. 

Importance  of  Expression 

1.  Compared  with  other  subjects.  —  (a)  Give  objective  evi- 
dence in  terms  of  the  amount  of  time  devoted  to  various 
subjects  in  the  high  school  to  indicate  the  relative  importance 
of  training  in  the  following :  foreign  languages,  mathematics, 
expression  in  English. 

(&)  What  is  your  opinion  concerning  the  relative  impor- 
tance of  these  three  subjects  in  the  lives  of  most  high- 
school  students  ?  How  does  your  rating  compare  with  the 
rating  secured  from  data  given  in  answer  to  (a) } 

E142 


I 


TRAINING  IN  EXPRESSION  EI43 

2.  Practical  versus  imaginative  expression.  —  (a)  Which 
type  of  expression  does  Parker  discuss,  practical  or  imagi- 
native ?    Give  evidence  from  his  chapter. 

(&)  Can  you  suggest  better  terms  than  ''  practical "  and 
"  imaginative  "  to  express  the  antithesis  ;  for  example,  would 
"  practical  "  and  ''  literary  "  be  better?   Why  ? 

(c)  Is  Parker  justified  in  neglecting  in  his  discussion 
(completely,  or  almost  completely?)  one  of  the  above  types 
of  writing  ?    Explain. 

Vital  Content 

3.  Sources  of  vohmtary  topics.  —  (a)  In  the  list  of  vol- 
untary topics  given  on  pages  273-274  label  each  one  as 
follows : 

G  if  primarily  a  topic  of  serious  general  public  interest. 

V  if  primarily  vocational  for  the  individual  pupil  concerned. 

S  if  primarily  from  student  activities  or  leisure  activities. 

Count  up  your  labels  for  each  group  and  state  the  results. 

(p)  What  would  you  conclude  from  your  results  concern- 
ing the  types  of  topics  upon  which  students  would  do  the 
most  effective  writing  ?    Why  ? 

4.  Topics  for  arguments.  —  (a)  Which  of  the  following 
topics  are  best  for  debates  in  senior  high-school  classes  in 
argumentation  ?    Why  ? 

(6)  Which  2X^ poorest}    Why? 

(i)  Honesty  is  the  best  policy. 

(2)  Adoption  of  an  honor  system  in  examinations. 

(•3)  Abolition  of  capital  punishment  for  murder. 

(4)  Relative  merits  of  certain  kinds  of  automobiles. 

(5)  Desirability  of  intervention  by  the  United  States  in  Mexico. 

(6)  A  short  school  day  with  home  study  versus  a  longer  school 
day  with  no  home  study. 

(7)  Prohibition  of  the  manufacture  and  sale  of  alcoholic  liquor 
as  a  national  law. 


EI44      EXERCISES  FOR  METHODS  OF  TEACHING 
Broad  Point  of  View 

5.  Explain  narrowness.  —  The  following  remarks  were 
made  by  experienced  teachers  of  English  composition.  Give 
the  probable  reasons  in  terms  of  the  teacher's  point  of  view, 
training,  or  special  interests,  for  each  remark. 

(i)  One  teacher  said,  "The  trouble  with  vocational  writing  is 
that  it  lacks  vitality." 

(2)  Another  said,  "  I  would  never  have  a  student  write  a  brief. 
It  spoils  his  writing." 

6.  In  various  stibjects. —  (a)  Does  the  teacher  of  expres- 
sion need  a  broader  point  of  view  than  a  teacher  of  history  1 
Why.? 

(&)  Does  he  need  a  broader  point  of  view  than  a  teacher 
of  mathematics  }    Why  1 

7.  Technical  themes. —  In  case  a  pupil  desires  to  choose 
a  technical  topic  from  a  subject  concerning  which  the 
teacher  is  uninformed,  which  of  the  following  practices 
would  you  prefer}  Give  reasons  from  Parker's  chapter 
and  your  own  experiences. 

(i)  Refuse  to  approve  the  topic. 

(2)  Submit  the  theme  to  the  teacher  of  the  related  subject  for 
evaluation  of  the  content. 

(3)  Permit  the  student  to  present  only  such  simple  technical 
matters  as  could  be  understood  by  an  ordinary  audience. 

(4)  Require  the  student  to  undertake  the  presentation  of  his 
technical  material  in  such  a  manner  as  to  interest  and  enlighten 
an  ordinary  audience. 

8.  Content  from  movies. —  (a)  What  fonns  of  desirlable 
content  for  expression  might  pupils  secure  from  moving 
pictures } 

(b)  Would  you  encotcrage  or  discourage  the  use  by  stu- 
dents of  such  material }  Give  reasons  of  your  own  as  well 
as  from  Parker's  chapter. 


TRAINING  IN  EXPRESSION  EI45 

9.  Simplicity  and  sincerity. —  (fl)  From  the  standpoint 
of  encouraging  simplicity  and  sincerity,  and  avoiding  the 
handing  in  of  copied  themes,  which  of  the  following  ex- 
hibits for  imitation  would  be  best  ?    Why  ? 

(i)  Examples  from  Stevenson,  Washington  Irving,  Hawthorne, 
Macaulay,  etc. 

(2)  A  few  very  superior  student  themes. 

(3)  Numerous  short  student  compositions  in  their  original  form, 
varying  from  fairly  good  to  excellent. 

(b)  How  would  you  provide  the  samples  for  imitation  ? 

10.  Models  for  imitation. —  (a)  Would  the  desirability  of 
a  correct  model  for  imitation  rule  against  method  (3)  in 
exercise  9  t 

(b)  Which  does  a  pupil  need  most  as  a  model  for  good 
writing :  ( i )  samples  of  the  process  of  good  writing  or 
(2)  finished  products  of  good  writing .?  (Compare  the  dis- 
cussion of  process  and  product  of  reflective  thinking  de- 
scribed on  pages  180-182.) 

(c)  How  could  samples  of  the  process  be  provided  ? 

The  Audience 

11.  Creating  audience  situations,  (a)  Specialization.  — 
Discuss  the  value  from  the  audience  standpoint  of  special- 
ization upon  a  topic  by  a  student,  with  several  short  reports 
distributed  at  intervals. 

(&)  Projects.  —  Show  how  such  a  project  as  that  described 
at  the  bottom  of  page  276  is  influential  in  creating  an 
audience  situation. 

(c)  Advertising.  —  Discuss  the  value  (from  the  audience 
standpoint)  of  having  high-school  pupils  issue  a  number  of 
the  high-school  paper  as  a  ''  booster  "  advertising  number 
for  the  local  community.  On  page  E147  is  a  sample  page 
from  a  publication  prepared  by  the  pupils  of  Savanna,  111. 

id)  Literary,  club.  —  Would  you  use  the  device  described 
in  the  following  paragraph  from  Miller's  "  Practical  English 


EI 46      EXERCISES  FOR  METHODS  OF  TEACHING 

Composition  "  ?    It  follows  a  discussion  of  Macaulay's  expe- 
rience in  writing  his  *'  Lays  of  Ancient  Rome." 

"  When  Macaulay  wrote,  when  anybody  writes,  he  writes  for 
an  audience.  In  the  approval  of  an  audience  lie  the  reason  and 
reward  of  composition.  No  man  except  a  blockhead  or  an  angel 
ever  wrote  except  for  an  audience.  In  beginning  a  course  in  com- 
position, the  first  thing  to  do  is,  therefore,  to  provide  an  audience. 
We  shall  accomplish  this  by  organizing  ourselves  as  a  literary  club." 

Clear  Ideas  by  the  Student 

12.  Composition  as  training  in  thinking. —  (a)  Consider- 
ing composition  as  providing  training  in  thinking,  show 
how  most  of  the  processes  in  effective  thinking,  summarized 
on  pages  199-200,  enter  into  effective  practical  composition. 

(6)  If  possible,  rephrase  some  of  these  points  into  the 
parallel  rhetorical  directions  used  in  description,  exposition, 
and  argumentation. 

13.  Scientific  method  i7i  debating. —  Recall  the  five  char- 
acteristics of  scientific  method  listed  above  on  page  E12. 

(a)  Show  how  numbers  2,  3,  and  5  wotdd  e^iter  into  a 
debate  of  the  question.  Should  capital  punishment  be 
abolished } 

(b)  Why  would  number  i  not  enter .? 

(c)  To  what  extent  would  number  4  enter } 

(d)  If  in  the  debate  pupils  contented  themselves  with 
presenting  such  argum.ents  as,  "I  would  rather  be  hung 
than  spend  my  life  in  jail,"  or  "It  is  more  cruel  to  hang 
a  man  than  to  put  him  in  jail  for  life,"  or  ''The  Bible 
states  '  Thou  shalt  not  kill,'  "  would  you  consider  that  they 
were  securing  good  or  poor  training  in  thinking  ?    Why  .? 

(e)  If  the  situation  described  in  (d)  occurred  in  the  de- 
bate, what  assignment  would  you  make  for  the  next  meeting 
of  the  class } 

(/)  What  phase  of  Parker's  chapter  other  than  clear 
thinking  does  this  exercise  illustrate .? 


Savanna  Education 


The  Light 

that  never 

fails 


5f? 


that  gave  a  dull  dim  glow  and  was  in  de- 
mand in  ye  olden  times,  was  the  tallow- 
dip.  Years  later  the  candle  proved  its 
superiority  for  light  producing.  Then  the 
advent  of  the  kerosene  lamp  into  the 
realm  of  lighting  seemed  the  culmination 
of  illuminating  attempts.  ^  But,  now  to- 
day on  the  market  we  have  the  Hght 
of  lights,  as  bright  a  Hght  as  any  Hght 
will  be.  ^  It  is  the  Hght  we  sell.  The 
light  that  never  fails. 

Peoples  Gas  and  Electric  Co. 


Drawing-  by  Gertrude  Bahwell  Copy  by  Isabelle  Ulmer 

SAMPLE  PAGE  FROM  STUDENT  PAPER 
See  exercise  11,  (c),  p.  E145 

E147 


EI48      EXERCISES  FOR  METHODS  OF  TEACHING 

14.  Procedure  in  practical  and  imaginative  writing. — 
(a)  Describe  the  part  played  by  spontaneity,  outlining  or 
briefing,  '' rotigh  drafts,'  and  revision  or  ''tinkering''  in 
each  of  the  following : 

(i)  practical  descriptive,  narrative,  expository,  and  argumenta- 
tive writing; 

(2)  imaginative  and  poetical  writing.  (If  possible  cite  examples, 
such  as  the  writing  of  Gray's  "  Elegy"  and  Bryant's  ''  Thanatopsis.") 

(6)  What  differences  and  similarities  appear  between  (i) 
and  (2)  ? 


SAMPLE  OF  A   FIRST  ROUGH-DRAFT  OUTLINE 

15.  Rough  drafts.  —  In  actual  authorship  preliminary 
outlines  and  rough  drafts  are  often  made  in  very  sketchy, 
rough  form  ;  for  example,  in  writing  these  exercises  Parker's 
first  plan  for  possible  exercises  on  the  correction  of  themes 
is  shown  on  this  page.  In  view  of  this  fact,  what  account 
should  teachers  take  of  the  process  of  "rough  drafting"  in 
student's  composition ;  for  example, 

(a)  Should  he  encourage  students  to  sketch  their  thoughts 
in  hasty  abbreviated  form  on  paper  with  insertions,  replace- 
ments, etc.  roughly  indicated  1    Why  } 

(b)  Should  he  encourage  pupils  to  show  these  to  him  for 
examination  or  should  he  require  them  to  be  nicely  rewritten 
before  he  takes  any  account  of  them  ?    Why  ? 


TRAINING  IN  EXPRESSION  EI49 

(c)  Since  many  students  with  good  capacity  for  authorship 
detest  formal  briefing,  would  you  accept  from  them  such 
rough  outlines  as  are  described  in  (a)  in  lieu  of  carefully 
written  briefs  ?    Why  ? 

Getting  Point  of  View  of  the  Audience 

16.  Sclf-conscioiisness. —  In  oral  expression  does  it  in- 
crease or  decrease  a  student's  self -consciousness  to  suggest 
to  him  that  he  keep  in  mind  the  point  of  view  of  his 
audience  ?    Explain. 

17.  Suitable  vocabulary:  slang. —  (a)  In  a  civics  class 
which  is  discussing  socialism  would  you  permit  a  pupil  to 
say,  ''The  public  wouldn't  stand  for  it"  or  "They 
could  n't  get  by  with  it  "  .?    Why  ? 

(&)  Would  you  take  Professor  Baker  to  task  for  using  the 
expression  "  makes  good  "  in  the  quotation  at  the  top  of 
page  278  of  the  text } 

(c)  How  does  the  expression  "  makes  good  "  differ  from 
the  expression  "  not  stand  for "  from  the  standpoint  of 
good  use  ? 

(d)  If  you  permitted  the  use  of  some  slang  by  students, 
where  would  you  draw  the  line  in  terms  of  an  individual 
student's  language  habits ;  that  is,  when  would  you  require 
him  to  substitute  good  English  for  slang .? 

Making  Corrections 

18.  In  oral  expression :  correction  during  or  after  a7id 
how?  —  In  a  short  formal  talk  a  pupil  says,  "They  hadn't 
ought  to  have  burned  Joan  of  Arc."  Which  of  the  follow- 
ing Jive  forms  of  correction  is  best  ?    Why  ? 

(i)  The  teacher  stops  the  pupil  and 
{a)  has  him  correct  himself,  or 

(J?)  says,   "  George,   say,   '  They   should  not  have   burned 
Joan  of  Arc,' "  or 


EI50      EXERCISES  FOR  METHODS  OF  TEACHING 

(2)  After  the  pupil  has  finished  his  talk  the  teacher  says, 

{a)  "  George,    what   should   you    say   instead   of  '  had  n't 

ought  to  '  ? "  or 
{b)  "  Class,  what  mistakes  did  George  make  ?  "  or 
{c)  "  George,  say,  '  They  should  not  have  burned  Joan  of 
Arc' " 

19.  Uncorrected  themes. —  Review  the  suggestion  for  un- 
corrected themes  in  paragraph  3  on  page  37  of  the  text. 
Do  you  think  such  practice  would  be  at  all  effective  in 
improving  the  writing  of  students  ?  (Compare  unsupervised 
and  uncorrected  practice  in  piano  playing,  vocal  training, 
typewriting,  running,  swimming,  baseball,  tennis,  etc.  and 
reference  i  on  page  E197,  below,  entitled  "English  for  the 
Hopeless  Pupils.") 

20.  Assig7iing  themes. —  (a)  Which  of  the  following 
assignments  is  better }    Why  ? 

(i)  Hand  in  a  story  of  adventure  day  after  to-morrow;  about 
500  words. 

(2)  A  week  from  to-day  hand  in  a  short  story.  Make  it  a  story 
of  adventure  if  you  can.  Be  on  the  lookout  for  incidents  which 
you  might  use.  Where  might  you  secure  suggestions  of  incidents } 
Don't  make  it  too  long ;  about  two  to  four  theme  pages. 

(6)  If  the  second  method  were  adopted,  what  remarks 
might  the  teacher  make  in  reference  to  the  assignment  at 
intervening  class  meetings } 

21.  Contribution  recitations.  —  (a)  What  chance  of  success 
would  the  scheme  of  contribution  recitations  (described  on 
page  288)  have  in  the  hands  of  an  inexperienced,  relatively 
untrained  teacher } 

(&)  In  the  hands  of  an  experienced  teacher.?  (Compare 
the  discussions  at  the  bottom  of  page  129  of  the  text  and 
in  exercise  6,  p.  E65,  above.) 

22.  What  7ise  cafi  I  make  of  this  chapter? —  Read  your 
paper  on  the  assignment  made  in  the  exercise  book  at  the 
beginning  of  this  chapter. 


TRAINING  IN  EXPRESSION        -         EI51 

23.  Millers  directions  to  pupils. —  Show  how  the  follow- 
ing quotation  from  Miller's  "  Practical  English  Composition  " 
parallels  and  supplements  Parker's  discussion  by  labeling 
each  poi?tt  in  it  as  follows  : 

with  F  if  it  parallels  Parker's  points ; 

with  S  if  it  supplements  by  adding  new  points. 

"  Composition  consists  usually  of  three  processes : 
"  I.  Gathering  material,  or  getting  something  to  say. 
"II.  Putting  this  material  together,  which  involves:   (i)  ar- 
ranging it;   (2)  oral  discussion  or  oral  composition; 
(3)  writing;    (4)  revision. 
"  III.  Publication,  which  includes  the  presentation  of  the  fin- 
ished   product  to  an   audience  and  the  reaction  of 
that  audience. 

"  In  other  words,  the  student  of  composition  must  not  make  the 
mistake  of  thinking  that  composition  is  merely  writing.  There  are 
seven  steps  in  composition :  (i)  gathering  material ;  (2)  arrang- 
ing material ;  (3)  oral  composition  ;  (4)  writing ;  (5)  revision ; 
(6)  publication ;  (7)  the  reaction  (that  is,  approval  or  disap- 
proval). Writing  is  therefore  only  one  of  the  seven  processes 
that  compose  composition.  In  relation  to  the  composition  as  a 
whole  it  stands  in  importance  about  as  a  postage  stamp  stands  in 
size  to  the  envelope  which  it  carries." 

24.  Lewis  and  Hosics  preface. —  Show  how  the  following 
quotation  from  the  preface  of  Lewis  and  Hosic's  *'  Practical 
English  for  High  Schools "  parallels  and  supplements 
Parker's  discussion  in  Chapter  XI  and  other  chapters  by 
labeling  each  point  in  it  as  follows : 

with  P,  p,  if  it  parallels  Parker's  points, 

indicating  after  p  the  parallel  page  in  Parker's  text ; 
with  .S  if  it  supplements  by  adding  new  points. 

"  The  authors  have  observed  the  following  principles : 

"  I.  That  a  textbook  should  be  primarily  a  laboratory  guide  and 

not  a  treatise  or  an  encyclopedia. 

"  2.  That  the  most  important  thing  for  a  pupil  to  learn  is  not 

theory  but  a  method  of  work. 


EI  52      EXERCISES  FOR  METHODS  OF  TEACHING 

"  3.  That  practice  in  expression  has  little  value  unless  it  grows 
out  of  a  real  situation  and  involves  genuine  personal  experience 
and  creative  imagination. 

"  4.  That  both  good  speech  and  good  writing  are  matters  of 
habit  and,  therefore,  are  to  be  attained  by  the  repetition  of  activi- 
ties which  enlist  the  interest  of  the  pupil  and  call  out  his  energies. 

"5.  That  much  of  the  material  in  the  books  now  in  use  in  the 
schools  is  overmature,  ambitious,  and  unrelated  to  the  thoughts 
and  lives  of  young  people. 

"  6.  That,  on  the  other  hand,  greater  stress  should  be  laid  upon 
certain  subject  matter  hitherto  almost  completely  neglected ;  for 
example,  social  letters,  business  letters,  newspapers,  and  magazines. 

"  7.  That  the  best  teaching  requires  a  real  social  situation  in  the 
classroom,  and  that  earnest  cooperative  effort,  concentrating  the 
attention  of  pupils  and  teachers  on  a  common  problem,  is  more 
likely  to  produce  correct  habits  than  memory  drills  or  the  exaction 
of  perfunctory  tasks." 

25.  Lyman  s  editorial. —  Underline  in  the  following  edi- 
torial four  important  ideas  not  contained  in  Parker's  chapter, 
and  label  each  ''  exercise  2^'' 

"WHAT  LIES  BACK  OF  CO-OPERATION  IN  ENGLISH 
''  By  R.  L.  Lyman 

^"^  Language  arts  versus  thought  and  feeling.  —  L.  H.  Jones,  super- 
intendent of  the  Indianapolis  schools,  in  the  International  Congress 
of  Education  held  in  Chicago  in  1893,  said : 

"  Language,  writing,  and  drawing  considered  in  themselves  are 
purely  arts ;  their  end  is  skill,  .  .  .  language  .  .  .  has  no  ennobling 
ideas  in  itself.  Only  when  these  branches  are  used  in  the  expres- 
sion of  ideas  whose  origin  is  in  some  other  field  of  thought  do  they 
become  charged  in  themselves  with  thought,  or  feeling,  or  motive 
so  as  to  become  individual  factors  in  spiritual  development." 

"^"^  Subo?'dinatio?i  of  grammar. —  Here  we  have  the  essence  of  the 
movement  which,  starting  twenty-five  yeiars  ago,  resulted  in  the 
subordination  of  formal  English  grammar  to  the  place  of  incidental 
study  which  it  occupies  to-day. 


TRAINING  IN  EXPRESSION  EI53 

"-^  Teach  mother-tongue  in  all  subjects. —  Moreover,  the  statement 
of  Superintendent  Jones  may  be  said  to  be  the  basic  doctrine  of 
the  movement,  in  its  incipiency  in  19 15,  which  takes  the  ground 
that  formal  classes  in  English,  especially  in  English  composition, 
are  occupying  altogether  too  large  a  place  in  the  program  of  the 
elementary,  and  especially  in  the  program  of  secondary,  schools. 
This  new  idea  urges  less  time  for  formal  English  classes,  and  insists 
upon  more  and  better  instruction  in  the  mother-tongue  in  depart- 
ments other  than  English.  The  leaders  desire  that  English  com- 
position be  taught  in  all  classes,  in  all  school  activities  at  all  times, 
by  every  teacher,  both  by  his  example  and  by  careful  supervision 
of  his  pupils'  oral  and  written  work.  '  Through  these  means,  all 
teachers  are  to  help  establish  good  language  habits.  The  move- 
ment for  correlation  with  '  other  subjects,'  as  yet  in  its  early  stages, 
is  most  significant. 

^^ Language  lessons  neglect  subject-matter  of  thought.  —  To  put 
this  in  another  light,  language  lessons  were  introduced  about  i860 
to  1870,  as  a  substitute  for  the  unspeakable  grind  of  grammar. 
To-day  these  language  lessons  have  themselves  to  face  somewhat 
the  same  criticisms  that  formal  grammar  faced  twenty-five  years 
earlier.  Just  as  the  study  of  grammar,  with  elaborate  formulas  of 
parsing,  analysis,  diagramming  and  the  like,  became  an  end  in 
itself  and  lost  whatever  educational  import  it  may  ever  have  had, 
so  to-day  language  lessons  have  become  stereotyped,  ends  in  them- 
selves, whose  educational  value  is  extremely  doubtful.  Most  Eng- 
lish compositions  written  for  prescribed  classes  in  composition,  of 
whatever  grade,  from  elementary  school  to  university,  are  exercises 
performed  mechanically  to  meet  requirement,  generally  disliked  by 
the  pupils.  They  are  utterly  devoid  of  the  viewpoint  of  authorship. 
The  pupil's  attention  is  directed  not  upon  the  subject-matter  of 
his  thought,  but  upon  the  formal  elements  of  his  composition, 
structure,  style,  and  diction.  This  is  not  the  way  to  teach  pupils 
to  write  and  speak. 

^^Distinguish  drill  and  authorship.  —  Formal  English  composi- 
tion courses  are  drill  exercises  in  the  mechanical  elements  of  writ- 
ing or  speaking.  As  such  they  must  always  hold  a  place  in  the 
curriculum.  Drill  is  absolutely  necessary  to  secure  mechanical 
and  elementary  rhetorical  accuracy.    The  place  for  such  language 


EI 54      EXERCISES  FOR  METHODS  OF  TEACHING 

lessons  should  be  confined  to  classes  in  the  English  department 
frankly  given  over  to  formal  drill ;  but  the  great  bulk  of  English 
composition  ought  to  be  taught  in  connection  with  other  subjects. 
The  geography  lesson,  the  theme  in  history,  the  topical  recitation 
in  civil  government  —  these,  and  numberless  similar  occasions  fur- 
nish the  best  practice  ground  for  establishing  language  habits.  As 
Mr.  Jones  said  in  1893,  'In  some  other  field  of  thought,  language 
lessons  become  charged  with  feeling  or  motive.'  In  these  other 
fields  we  have  the  viewpoint  of  authorship  —  an  overwhelming 
interest  in  the  subject-matter,  an  earnest  desire  to  be  '  the  servant 
of  an  idea';  this  the  pupil  of  eight  or  eighteen  or  twenty-eight 
must  have.  He  must  write  or  speak  with  his  mind  centered  upon 
the  message  he  wishes  to  proclaim. 

"Z>r///  071  method  constrains;  authorship  frees  and  vitalizes. — 
Language  lessons  are  not  a  content  study ;  they  are  drill  exercises 
in  the  mechanics  of  grammatical  and  rhetorical  accuracy ;  they  are 
not  fertile  fields  for  practice  in  writing  or  speaking.  No  drill  exer- 
cise in  which  the  attention  of  the  performer  is  centered  primarily 
upon  method  is  ever  free  from  constraint.  Vital  practice  in  the 
use  of  the  mother-tongue  approximates  its  greatest  value  when 
the  student,  having  roughly  thought  out  his  scheme  of  procedure, 
breaks  free  from  conscious  attention  to  the  mechanical  details  of 
his  composition,  and,  wrapped  in  the  relation  to  each  other  of  the 
ideas  he  wishes  to  present,  advances  freely  and  fluently  toward  his 
goal.  Then,  after  the  first  rough  draft  of  his  composition  is  com- 
pleted, he  is  in  a  position  to  apply  himself  with  intense  interest  to 
the  question  of  reorganization,  to  the  matter  of  sentence  structure,  to 
the  proper  selection  of  words.  All  these  duties  are  motivated  by  the 
desire  to  give  to  his  message  the  most  effective  vehicle  of  expression. 

"^"^ Authorship  attitude  essential  in  life  and  in  school.  —  This  atti- 
tude of  authorship  is  just  as  essential  for  effective  school  exercises 
in  composition  as  it  is  for  the  magazine  writer,  the  editor,  the 
lawyer.  Language  habits,  both  oral  and  written,  exclusive,  of 
course,  of  matters  of  mere  mechanical  accuracy,  may  be  cultivated 
by  the  school,  but  not  primarily  in  classes  devoted  solely  to  formal 
composition.  Such  is  the  educational  doctrine  that  lies  back  of  the 
movement  for  co-operation  in  teaching  English." — School  Review, 
January,  19 16,  Vol.  XXIV,  pp.  75-77. 


TRAINING  IN  EXPRESSION  El  5 5 

Additional  Bibliography 

Recent  textbooks. —  i.  Briggs,  T.  H.,  and  McKinney,  I.  A 
First  Book  of  Composition  for  High  Schools.    (Ginn  and  Company, 

1913-) 

2.  Lewis,  W.  D.,  and  Hosic,  J.  F.  Practical  English  for  High 
Schools.  (American  Book  Company,  19 16.)  A  manual  of  assign- 
ments for  practice  in  composition  by  high-school  pupils,  with 
necessary  related  theory. 

3.  Miller,  E.  L.  Practical  Composition.  (Houghton  Mifflin 
Company,  19 15.)  A  series  of  four  small  handy  volumes.  Simple 
assignments  for  high-school  pupils  by  a  high-school  principal. 

Projects  for  composition.  —  4.  Parker,  Edith  P.  A  Sixth 
Grade  English  Unit.  Elementary  School  fournal,  October,  19 14, 
Vol.  XV,  pp.  82-90.  A  thorough,  practical  account  of  the  use 
of  the  topic  "  Ships  and  Ship-building  "  as  the  center  of  a  large 
amount  of  training  in  expression. 

5.  Lally,  Eleanor  M.  A  Type  Study  in  English  Composition. 
Elementary  School  fournal^  May,  19 16,  Vol.  XVI,  pp.  469-474. 
Describes  use  of  "  Life-Saving "  as  a  project  topic. 

How  to  train  in  expression.  Notable  manuals  by  high-school 
teachers  of  English.  —  6.  Bolenius,  Emma  Miller.  The  Teach- 
i^ig  of  Oral  English.  (J.  B.  Lippincott  Company,  19 14.)  Very 
practical  accounts  of  what  to  do  and  how  to  do  it.  Easy,  interest- 
ing reading  with  strong  suggestion  of  actual  life  in  the  classroom. 

7.  Leonard,  S.  A.  English  Composition  as  a  Social  Problem. 
(Houghton  Mifflin  Company,  19 17.)  Application  of  the  social 
point  of  view  to  methods  of  teaching  composition. 

8.  Thomas,  C.  S.  The  Teaching  of  English  in  Secondary  Schools. 
(Houghton  Mifflin  Company,  19 17.)  Many  practical  suggestions 
in  the  chapters  on  composition. 

Suggestions.  —  9.  Lyman,  R.  L.  Oral  English  in  the  High 
School.  Quarterly  Journal  of  Public  Speaking,  October,  19 15, 
Vol.  I,  pp.  241-259.  Effective  practical  methods  described.  Every 
speech  to  involve  some  definite  investigation. 

English  Journal.  —  If  you  would  be  a  progressive  teacher 
of  expression  read  the  English  Journal  regularly. 


CHAPTER  N 

OUTLINE  OF  THE  SYSTEM :   GET  THE  TRANSITION 

In  order  to  maintain  apparent  coherence  and  system  the 
class  at  this  point  should  realize  how  far  they  have  pro- 
gressed and  the  transition  that  is  made  at  the  beginning  of 
the  next  chapter.  Both  of  these  matters  are  suggested  by 
the  following  outline,  which  carries  the  reader  through  the 
rest  of  the  book,  omitting  the  chapters  on  practice  teaching 
and  observation.  The  transition  is  indicated  by  the  topics 
in  black  type. 

Upon  completing  the  course  the  student  should  be  able  to 
reproduce  the  outline  and  express  each  topic  in  the  form  of 
one  or  more  principles  of  teaching.  This  system  of  principles 
should  serve  him  permanently  as  a  guide  in  his  teaching. 

MAIN  TOPICS 

I.  Science  versus  opinion 
II.   Broadening  purposes 

III.  Economy  in  classroom  management 

IV.  Selection  and  arrangement  of  subject  matter 

(i)  Social  needs 

(2)  Relative  values 

(3)  Intensive  treatment 

(4)  Psychological  arrangement 
V.  Learning  processes 


(i)  Special  types 


\(d)  Motor         1  j^^j 
(b)  Association  J 

f  Problem-solving 


.^ — v..  vt— ,  /A   Reflective    \ 

of  learning      ^  ^  [  Abstractions 

{d)  Enjoyment 

{e)  Expression 

EI  56 


OUTLINE  OF  THE  SYSTEM 


E157 


VI. 


VII. 


(2)  General  aspects 
of  learning 


'  (a)  Self-activity 

(b)  Apperception 

{c)  Age  influences 

(d)  Interest  for  economy 

(e)  Differences  in  capacity 
(/)  Supervised  study 


Sources  of  subject  matter 
(i)  Books 

(2)  Conversations 

(3)  Laboratory 
Questioning  and  testing 


EXERCISES  ON  CHAPTER  XII 

SELF-ACTIVITY  AND  APPERCEPTION 

Transition  to  general  aspects  of  learning.  —  As  suggested 
in  the  outline  on  page  E156,  above,  this  chapter  makes  the 
transition  to  the  discussion  of  certain  general  aspects  of 
learning  as  contrasted  with  the  special  types  of  learning  dis- 
cussed in  the  preceding  chapters.  The  first  of  these  general 
aspects  to  be  emphasized  is  the  fact  that  a  student  is 
educated  by  his  own  responses  or  activity ;  in  other  words, 
by  his  self -activity.  In  the  second  part  of  the  chapter  the 
principle  of  apperception  is  emphasized. 

Self-activity 

1.  Pupils  studying  together.  —  Should  pupils  prepare  their 
lessons  together  .?  Why  }  (Consider  such  matters  as  specific 
self-activity  desired,  personal  dominance,  personal  stimulus, 
the  way  expression  clarifies  one's  thinking,  social  interests 
appealed  to,  etc.) 

2.  Parental  assistance.  —  Evaluate  ordinary  parental  as- 
sistance of  pupils  from  the  standpoint  of  the  principle  of 
self -activity. 

3.  Types  of  mental  response.  —  (a)  In  the  portion  of  a  high- 
school  history  lesson  printed  below,  which  of  the  following 
types  of  mental  response  by  the  pupils  are  promiiient  1 

(i)  Enjoyment  (6)  Abstraction 

(2)  Memory  (7)  Motor  skill 

(3)  Reflective  thinking  (8)  Associating  symbols  and 

(4)  Analysis  meanings 

(5)  Comparison  (9)  Expression 

EI  58 


SELF-ACTIVITY  AND  APPERCEPTION       EI59 

(b)  Make  a  memorandum  on  the  margin  of  the  place 
where  each  type  enters,  using  the  first  syllables,  as  Bn.  for 
enjoyment,  etc. 

Read  the  lesson  out  loud  in  order  to  get  the  full  effect 
of  the  remarks  by  teacher  and  pupils. 

PORTION  OF  A  LESSON  ON  MINOS 

C/ass :  Second- Year  High-School  Greek  History 

(Stenographic  report  of  the  actual  class  dialogue^ 

(i)  Teacher.  The  notes  on  Gnossus  we  did  ft' t  quite  complete. 
There  is  one  topic  left — protection.  If  you  will  turn  to  your  notes ^ 
I  ivill  read  to  you.  Keep  close  track  of  it  and  put  down  the  impor- 
tant facts.  For  the  benefit  of  the  visitors^  I  will  say  that  this  is  from 
"  The  Sea  Kings  of  Crete ^^^  by  fames  Baikie,  which  is  a  populariza- 
tion of  the  results  of  the  excavations  in  Crete. 
(Reads  passage  about  protection.) 

(2)  T.  fust  indicate  that  in  your  notes. 
(Class  writes.) 

(3)  T.    Ivan^  will  you  read  what  you  have? 

Pupil.  The  entrance  passage  to  the  stone  gangway  was  but 
very  poor  defense  —  was  small  and  insignificant  and  could  scarcely 
have  withheld  an  attack. 

(4)  (T.  reads  the  same  passage  again.) 

Now  you  may  add  anything  that  you  want  to  to  your 
notes. 

(5)  T.  How  would  you  compare  the  palace  of  Tiryns  with  the 
palace  of  Gnossus  along  this  line  ? 

P.  Well,  it  did  n't  have  much  protection,  while  the  palace 
of  Tiryns  was  protected  by  great  thick  stone  walls. 

(6)  T.  Yes^  very  thick  stone  walls.  There  must  have  been  some 
reason  for  this  difference.  Can  you  account  for  the  difference  in 
any  way  1 

P.  I  think  maybe  the  king  and  queen  thought  to  protect 
their  city  by  boats. 

(7)  T.  Yes,  by  a  fleet.  What  would  that  indicate  about  the 
power  of  Minos  1 

P.    That  it  lay  in  the  navy. 


Ei6o      EXERCISES  FOR  METHODS  OF  TEACHING 

(8)  T.    In  the  navy.    What  do  you  think  about  the  other  kings 
in  the  interior  of  Tiryns  t 

P.    I  think  they  had  just  an  army. 

(9)  T.  Just  an  army.    Would  there  be  more  danger  of  attack  in 
those  cases,  do  you  think  ? 

P.    Yes,  I  think  there  would. 

(10)  T.  Explain  why  there  would  be  more  danger  in  the  case 
of  Gnossus. 

P.    Because  the  ships  could  lie  in  the  harbor  and  wait  for 
pirates  or  other  fleets,  and  at  Tiryns  they  could  n't  do  that. 

(11)  T.  Yes,  not  quite,  though.  Do  you  think  the  attack  would 
come  from  the  sea  in  Tiryns  and  Mycence  ? 

P.    I  don't  think  that  there  would  be  any  but  sea  fighting 
in  Crete.    They  would  have  to  come  from  the  sea. 

(12)  T.  You  think  there  were  no  efiemies  practical  on  landl 
What  would  that  indicate  about  the  power  of  Minos  over  Crete? 

P.    He  was  a  very  just  and  good  king  and  all  his  people 
were  contented. 

(13)  T.  What  do  you  suppose  the  power  of  Minos  was  in 
Gnossus  ? 

P.    Well,  I  think  he  was  king  of  his  own  city  state,  and  I 
think  he  wanted  to  work  to  gain  control  of  the  other  city  states. 

(14)  T.  Do  you  suppose  he  brought  them  into  sufficient  subjection 
so  that  he  didn't  need  to  fear  them  and  the  only  attack  he  needed  to 
fear  was  from  the  sea,  whereas  the  opposite  was  the  case  on  land? 
Turn  to  the  red  book.  Thucydides  was  a  great  historian  and  wrote 
about  400  B.  C.  At  the  beginning  of  his  history  he  tells  what  he 
knows  about  it.  He  says  after  he  gets  through  with  it  there  is  very 
little  of  it  that  he  is  sure  about ;  most  of  it  is  legefidary.  Even  at 
that  early  date  historians  had  begun  to  be  skeptical  about  legends. 
Turn  to  page  4  ;  will  you  read,  beginning  at  the  top  of  section  4  ? 

(Reads  passage  describing  the  sea  power  of  Minos  and 
the  state  of  piracy  that  existed  in  his  time.) 

(15)  T.  That  is  a  very  interesting  passage.  It  says  a  good  deal 
about  Minos  and  quite  a  bit  about  the  danger  that  might  come  to 
Gnossus.  What  would  it  indicate  along  that  line  ?  What  would 
be  the  source  of  dangers  to  Gnossus  —  the  pirates? 

P.    Just  the  pirates. 


SELF-ACTIVITY  AND  APPERCEPTION       El6l 

(i6)  T.     Would  other  cities  along  the  y£gean  have  the  same 
danger^  do  you  think  ? 
P.    Yes. 

(17)  T.     What  was  the  service  of  Minos  to  these  yEgean  cities  ? 
P.    Protection.     Protected    them    from    the    pirates    with 

his  navy. 

(18)  T.    Why  did  he  do  it  ?   He  must  have  been  a  missionary. 
P.    Well,  he  wanted  the  cities  round  about  sort  of  looking 

up  to  him,  sort  of  tributary. 

(19)  T.  But  they  did  pay  tribute.  Here  we  find  this  brutal 
ma?i  that  was  called  half  man,  half  beast,  protecting  the  cities  of 
the  yEgeaJi  from  pirates.  It  does  71' t  seem  i?i  accord  with  what  we 
read  of  him  yesterday. 

P.    He  didn't  want  the  other  cities  plundered  because 
then  they  would  n't  pay  tribute. 

(20)  T.  What  was  the  tribute  that  they  had  to  pay  1  the  tribute 
Athens  had  to  pay  1 

P.    People,  seven  girls  and  seven  boys. 

(21)  T.  That  brings  out  the  brutal  part  of  Minos.  He  exacted 
a  very  human  tribute,  something  as  the  Phoenicians,  as  you  remem- 
ber, sacrificed  children  to  one  of  their  gods.  So  Minos  demands  a 
tribute  to  the  god  of  commerce.  Have  you  noticed  how  commerce  does 
demand  as  its  victims  human  victims  1  That  is  the  bad  side  of  com- 
merce. See  it  in  our  country  every  day.  Think  of  the  number  of  men 
killed  every  day  by  railroad  trains.  That  is  the  brute  side  of  Minos ; 
the  other  side  comes  out  here.  Can  you  explain  it.  Miss  Blank  ?  I 
don't  know  whether  you  get  the  point.    Why  did  he  protect  the  cities  1 

What  is  the  main  reason  of  Minos  ?    Anyone  1 

P.    I  just  think  that  he  wanted  to  exterminate  the  pirates 
to  protect  his  own  city  and  incidentally  protect  the  others. 

(22)  T.  fust  incidentally  protected  the  others.  He  gets  no  credit, 
then,  for  protecting  the  others.  That  may  be  true.  It  was  a  great 
service  to  them,  though,  and  so  they  looked  upon  it  as  a  service  to 
them  and  would  in  a  way  glorify  Minos.  We  will  return  to  that 
at  the  end  of  the  hour,  possibly. 


El62      EXERCISES  FOR  METHODS  OF  TEACHING 

Pupil  Activity  versus  Teacher  Activity 

Many  supervisors  and  observers  of  teaching  judge  a  reci- 
tation by  the  relative  amount  of  teacher  activity  and  pupH 
activity  (self-active  responses  by  pupils). 

4.  Objective  standard.  —  (a)  What  objective  standard 
could  you  use  to  determine  the  relative  amount  of  teacher 
activity  and  pupil  activity  in  a  lesson  ? 

(6)  What  limitations  or  inadequacies  would  there  be  in 
the  use  of  this  standard  ? 

5.  Evaluate  history  lesson.  —  {a)  Evaluate  the  portion  of 
the  "Minos"  lesson  quoted  above  from  the  standpoint  of 
the  relative  amount  of  teacher  activity  and  pupil  activity. 

(&)  Does  your  objective  stajzdard  devised  in  exercise  4 
give  the  same  result  as  a  more  informal  inspection  of  the 
lesson  } 

6.  Evalnate  participle  lesson.  —  Evaluate  the  lesson  on 
participles  quoted  above,  on  pages  E104-EI14,  in  the  man- 
ner directed  in  exercise  5. 

7.  Self -ev ablation.  —  (a)  If  you  were  teaching,  how  could 
you  determine  whether  your  instruction  was  of  the  type 
described  in  the  quotation  below } 

(b)  What  practical  device  could  you  adopt  to  remedy 
your  faults,  if  you  found  any  ? 

"  After  reading  the  Stenographic  Lesson  Reports  published  in 
the  Teachers  College  Record,  September,  19 10,  the  principal  of  a 
city  school  wrote  me  that  he  was  prompted  to  a  tour  of  inspection 
in  his  school  to  see  if  his  teachers  were  doing  the  large  amount  of 
work  that  seemed  to  characterize  teacher  activity  in  the  Reports. 
By  a  random  estimate  he  placed  the  percentage  of  teacher  activity 
at  85  per  cent,  95  per  cent,  and  in  a  few  instances  100  per  cent 
(where  he  found  teachers  lecturing).  His  investigation  brought 
him  promptly  to  the  conclusion  that  the  reason  why  our  pupils 
gain  so  little  in  intellectual  power  is  because  our  teachers  do 
the  intellectual  work."  —  Romiett  Stevens,  "The  Question  in 
Instruction  " 


SELF-ACTIVITY  AND  APPERCEPTION        E163 

8.  Criticise  literattire  lesson.  —  (fl)  In  the  light  of  the 
preceding  exercises  criticize  the  following  excerpt  from  an 
actual  lesson  on  ''  The  Lady  of  the  Lake." 

(p)  Criticize  it  from  the  standpoint  of  Lyman's  editorial 
given  above  on  pages  E152-E154. 

PORTION  OF  A  LESSON  ON  "THE  LADY  OF  THE  LAKE"i 

{Stenographic  report  of  the  actual  class  dialogue^ 

(i)  Teacher.    How   much   is   description   used  i7i   the  story ^ 
Mr.  T.?    Is  there  very  much  ? 
Mr.  T.    Quite  a  little. 

(2)  T.    For  what  did  it  seem  to  be  put  in  ? 

Pupil.  I  think  one  place  the  Canto  starts  very  quietly, 
and  then  the  clan,  gathered  in  the  fiercest  preparation,  terrible 
oaths,  shows  contrasts. 

(3)  T.    Is  it  put  in  theft,  Just  as  a  scene,  or  for  some  distinct 
purpose  ? 

P.  Distinct  purpose. 

(4)  T.  And  in  this  case  it  was  ? 
P.  Contrast. 

(5)  T.  What  other  descriptions  ? 
P.  Nature. 

(6)  T.  Very  much  space  taken  up  with  descriptions  of  nature  ? 
P.  Yes. 

(7)  T.  Have  you  a  pretty  fair  idea  of  the.  country  ? 
P.  Yes. 

(8)  T.    Better  from   the  poem   than  from  pictures,   I  think. 
Why,  Miss  P.,  is  as  much  space  given  to  the  description  a?id  country? 

Miss  P.  I  think  it  would  be  necessary,  especially  when 
warfare  is  going  on. 

(9)  T.    Kind  of  thing  that  happens,  depend  on  country  1 
1ST  P.    Entirely. 

2D  P.    Scott  was  a  lover  of  nature. 
(10)  T.   For  itself  ? 
P.    Yes. 

1  Reported  in  Romiett  Stevens's  "The  Question  in  Instruction,"  p.  41. 


Ei64      EXERCISES  FOR  METHODS  OF  TEACHING 

(ii)  T.  Do  you  think  the  descriptions  show  a  familiarity  with 
the  country  ? 

P.   Yes. 

(12)  T.    What  makes  you  think  so  ? 
P.    The  names  are  correct. 

(13)  T.    That  is  true. 

P.    He  has  the  location  of  very  small  matters  that  others 
who  are  not  familiar  would  not  have. 

(14)  T.    Something  more  ? 

P.    He  seems  to  know  how  far  it  is  from  one  place  to 
another. 

(15)  T.  Geography.  Something  more?  Superstition  used  much 
in  this  story? 

P.    Yes. 

(16)  T.     Where  and  how,  Miss  W.? 

Miss  W.    A  great  deal  of  prophecy  ;  whether  they  should 
go  out  to  battle  was  decided  by  superstitious  means. 

9.  Teacher  dominance. —  {a)  In  a  problem -solving  lesson 
is  it  necessary  that  the  children  solve  every  phase  of  the 
problem  in  order  to  have  a  worth-while  amount  of  pupil 
self -activity }    Explain. 

(6)  In  terms  of  the  summary  of  problem-solving  activity 
on  pages  199-200  how  mnch  should  the  teacher  dominate, 
such  a  lesson } 

(c)  Would  the  amount  of  teacher  dominance  be  the  same 
or  more  or  less  in  a  lesson  for  enjoyment?    Explain. 

(d)  In  a  drill  or  practice  lesson.?  (Compare  exercise  18 
in  the  chapter  on  Expression,  p.  E149.) 

(e)  Summarize  the  relative  amotmts  of  teacher  dominance 
in  drill,  enjoyment,  and  problem-solving  lessons. 

Apperception 

10.  Varied  interpretations.  —  Describe  and  explain  in 
terms  of  varied  past  experiences  the  different  interpreta- 
tions suggested  below  for  the  proverb,  ''  A  bird  in  the  hand 
is  worth  two  in  the  bush." 


SELF-ACTIVITY  AND  APPERCEPTION       E165 

(1)  The  interpretation  by  the  author  of  the  proverb. 

(2)  The  interpretation  by  a  first-year  high-school  girl  who 
learned  it,  "  A  bird  in  the  bush  is  worth  two  in  the  hand,"  and 
thought  this  was  what  was  meant. 

(3)  The  interpretation  by  a  modem  scientific  agriculturalist  or 
a  horticulturalist. 

(4)  The  following  interpretation  by  George  Ade : 

"  The  most  helpful  advice  for  young  people  is  condensed  into 
morals,  maxims  and  proverbs.  A  bird  in  the  hand  is  worth  two  in 
the  bush.  Great  stuff !  If  you  had  a  bird  in  the  hand  you  would  n't 
know  what  to  do  with  it.  Besides,  with  two  in  the  bush  you  're 
liable,  with  any  kind  of  luck,  to  have  a  lot  more  birds  after  a  while." 

Empty  Words  versus  Correct  Responses 

11.  Verbal  definitions.  —  Definitions  furnish  many  exam- 
ples of  the  learning  of  words  without  meanings.  Examine 
the  latter  part  of  the  lesson  on  participles  given  above  on 
pages  E104-EI14,  and  show 

(fl)  whether  it  provides  for  self-activity  in  the  making  of 
the  definition  or  not ; 

(&)  whether  it  avoids  meaningless  verbalism  or  not. 

12.  Ill-adapted  material.  —  Indicate  which  of  the  fol- 
lowing are  ill-adapted  to  high-school  pupils.    Explain. 

(i)  Assigning  a  paper  on  the  character  of  Lady  Macbeth  to 
second-year  high-school  pupils. 

(2)  Explanatory  note  in  a  literary  classic:  ^"^  Prodigious — - 
grown  portentous." 

(3)  ''  Name  all  the  things  that  you  can  think  of  in  *  Marmion  * 
that  are  characteristic  of  the  Middle  Ages  "  —  for  third-year  high- 
school  pupils. 

(4)  ''  Yet  this  enigmatic  speech,  with  its  under-senses  and  its 
ironies,  is  after  all  appropriate  to  the  half-lights,  the  elemental 
problems  of  the  theme  which  is  set  forth,"  —  for  fourth-year 
high-school  pupils. 

(5)  "  Do  you  think  Marmion  was  a  true  knight? "  —  for  third- 
year  high-school  pupils. 


EI 66      EXERCISES  FOR  METHODS  OF  TEACHING 

13.  Parker  s  violation.  —  {a)  How  does  Parker's  use  of 
examples  from  golf  in  this  exercise  book  violate  the  princi- 
ple of  apperception  ? 

(&)  How  does  he  avoid  this  violation  in  exercise  9,  page 
EI 2 1,  above? 

14.  Geography :  order  of  topics.  —  From  the  standpoint 
of  the  principle  of  apperception,  which  is  the  better  arrange- 
ment in  teaching  geography  to  first-year  high-school  classes, 
the  following  order  or  its  reverse  ?    Why  ? 

(i)  Astronomical  and  mathematical  geography. 

(2)  Surface  features,  land  and  water,  elevation,  erosion,  the 
atmosphere,  etc. 

(3)  Fauna,  flora,  etc. 

(4)  Social  geography,  food  supply,  manufacture,  trade,  trans- 
portation, etc. 

15.  Geography  data. — Why  are  the  following  data  ill- 
adapted  to  give  students  an  idea  of  the  growth  of  Minneapolis  t 

"  In  187 1  only  two  car-loads  of  wheat  were  received  in  Minne- 
apolis. In  1887  the  Great  Western  road  alone  brought  33,000,000 
bushels  of  wheat  to  the  elevators  at  Minneapolis.  In  1896,  250,000 
barrels  of  flour  were  ground  in  a  single  week." 

16.  History  and  ciirrent  events.  —  (a)  From  the  stand- 
point of  apperception,  what  is  the  advantage  of  connecting 
historical  discussions  with  current  events ;  for  example,  par- 
alleling the  French  Revolution  with  the  Russian  Revolution 
in  191 7;  examining  present  examples  of  the  states-rights 
attitude  when  discussing  the  Civil  War } 

(b)  History  students  may  test  their  grasp  of  history  and 
of  current  events  by  citing  other  parallel  examples. 

17.  Mathematical  biography.  —  While  reading  the  life  of 
Pascal  reprinted  below  from  a  high-school  text  in  first-year 
mathematics,  label  each  statement  as  follows  : 

With  A  if  adapted  to  the  understanding  of  first-year  students. 
With  /  if  ill-adapted  or  incomprehensible  to  such  students. 


SELF-ACTIVITY  AND  APPERCEPTION       ei  67 

"  Blaise  Pascal,  a  natural  but  somewhat  erratic  genius,  was 
born  at  Clermont,  France,  on  June  19,  1623,  and  died  at  Paris, 
August  19,  1662.  He  had  displayed  exceptional  ability  by  the 
age  of  eight,  and,  despite  the  discouragements  of  his  father  and 
his  teacher,  became  greatly  interested  in  geometry  at  twelve  years 
of  age.  Deprived  of  books  on  geometry,  he  discovered  for  him- 
self many  of  the  properties  of  figures.  Seeing  the  boy's  determi- 
nation to  study  geometry,  his  father  gave  him  a  copy  of  Euclid's 
Elements,  which  he  mastered  in  a  few  weeks. 

"  At  the  age  of  fourteen  Pascal  was  admitted  to  the  weekly  scien- 
tific meetings  of  the  French  geometricians  ;  at  sixteen  he  wrote  an 
essay  of  marked  originality  on  conic  sections,  and  at  eighteen 
he  constructed  an  important  calculating  machine.  Thereafter  he 
studied  for  a  time  experimental  science,  then  religion,  then  returned 
again  to  mathematics.  He  formulated  a  new  theorem  of  conies, 
still  known  as  "  Pascal's  theorem,"  and  invented  and  employed  his 
arithmetical  triangle  for  figurate  numbers  from  which  the  coeflfi- 
cients  of  the  expansion  of  a  binomial  are  obtained.  He  laid  down 
the  foundations  of  the  theory  of  probability,  did  much  work  on 
the  cycloid,  and  exerted  himself  on  the  theory  of  indivisibles.  He 
is  said  to  have  worn  himself  out  completely  through  excessive  hard 
work,  so  that  he  died  of  old  age  at  the  age  of  thirty-nine.  See  an 
account  of  his  life  and  work  in  some  history  of  mathematics." 

18.  Lewis  afid  Hosics  preface.  —  Which  paragraphs  in 
the  quotation  from  Lewis  and  Hosic's  ''  Practical  English," 
given  above  on  pages  E151-E152,  illustrate  the  principle  of 
apperception }    How } 

19.  Cheyneys  preface.  —  (a)  Show  how  the  quotation 
given  below  from  the  preface  of  Cheyney's  "  Short  History 
of  England"  illustrates  the  principle  of  apperception. 

(6)  What  name  do  we  commonly  give  to  the  tendency  of 
authors  which  Cheyney  suggests  in  his  first  statement  that 
he  specifically  avoids } 

"  Finally,  I  have  omitted  altogether  statements  and  allusions  the 
significance  of  which  could  not  be  explained  in  the  book  ;  and  have 
tried,  on  the  other  hand,  to  give  a  clear  and  adequate  explanation 


vg^ 


oo 


EI68 


SELF-ACTIVITY  AND  APPERCEPTION       E169 

of  all  matters  that  have  been  taken  up.  It  is  true  that  this  prac- 
tice' may  seem  to  disregard  the  teacher,  who  would  presumably 
be  competent  to  explain  those  things  to  which  the  author  alludes 
and  to  interpret  what  he  merely  states.  On  the  other  hand,  the 
student  must  usually  deal  with  the  text-book  when  he  is  alone, 
and  may  be  glad  to  have  everything  clear  at  first ;  while  the  well- 
qualified  teacher  will  find  a  more  useful  and  interesting  function  in 
testing  comprehension,  providing  further  illustrations,  drawing  out 
international  relations,  and  adding  personal  details  to  the  necessarily 
general  statements  of  the  text-book." 

20.  Pictures  for  ideas.  —  (a)  What  historical  ideas  would 
be  impressed  upon  a  high-school  pupil  by  study  of  the  picture 
of  Napoleon  on  page  E168  ? 

(b)  Why  are  the  cartoons  of  Napoleon  on  pages  E170  and 
EI 7 1  more  effective  in  historical  teaching  than  the  picture 
on  page  E168  ?    Give  several  reasons. 

(c)  In  the  picture  of  the  Taj  Mahal,  on  page  E173,  which 
is  more  effective  for  historical  teaching,  the  picture  itself  or 
the  descriptive  paragraph  under  it  ?  Explain.  Would  either 
be  effective  without  the*  other  ? 

(</)  Summarize  your  conclusions  from  this  exercise  con- 
cerning the  most  effective  use  of  pictures  in  teaching 
history. 

Preparation 
Putting  Pupils  in  the  Proper  Frame  of  Mind 

21.  Participle  lesson.  —  (a)  In  the  participle  lesson,  on 
pages  E104-EI 14,  above,  indicate  how  far  the  step  or  process 
of  preparation  extends. 

(6)  Describe  the  several  distinct  phases  of  the  step  or 
process  in  this  lesson,  pointing  out  specifically  where  each 
phase  occurs. 

(c)  State  the  reason,  necessity,  or  desirability  for  providing 
each  of  these  phases. 


EI  7© 


ET7] 


EI 72      EXERCISES  FOR  METHODS  OF  TEACHING 

22.  For  a  airrent  poem.  —  (a)  In  reading  to  a  class  the 
following  poem  from  the  Literary  Digest  of  May  19,  191 7, 
what  preparatory  remarks  or  questions  would  you  use  ? 

THE  GOLDFINCH 

By  Odell  Shepard 

Down  from  the  sky  on  a  sudden  he  drops 
Into  the  mullen  and  juniper- tops, 
Flushed  from  his  bath  in  the  midsummer  shine 
Flooding  the  meadow-land,  drunk  with  the  wine 
Spilled  from  the  urns  of  the  blue,  like  a  bold 
Sky-buccaneer  in  his  sable  and  gold. 

Lightly  he  sways  on  the  pendulous  stem, 
Vividly  restless,  a  fluttering  gem, 
Then  with  a  flash  of  bewildering  wings 
Dazzles  away  up  and  down,  and  he  sings 
Clear  as  a  bell  at  each  dip  as  he  flies 
Bounding  along  on  the  wave  of  the  skies. 

Sunlight  and  laughter,  a  winged  desire, 
Motion  and  melody  married  to  fire. 
Lighter  than  thistle-tuft  borne  on  the  wind, 
Frailer  than  violets,  how  shall  we  find 
Words  that  will  match  him,  discover  a  name 
Meet  for  this  marvel,  this  lyrical  flame  ? 

How  shall  we  fashion  a  rhythm  to  wing  with  him. 
Find  us  a  wonderful  music  to  sing  with  him. 
Fine  as  his  rapture  is,  free  as  the  rollicking 
Song  that  the  harlequin  drops  in  his  frolicking 
Dance  through  the  summer  sky,  singing  so  merrily 
High  in  the  burning  blue,  winging  so  airily  ? 

(&)  Would  you  use  in  your  preparatory  step  the  following 
editorial  comment  by  which  the  poem  is  preceded  in  the 
Digest}    Why.? 


SELF-ACTIVITY  AND  APPERCEPTION       EI73 

"  There  are  many  beautiful  things  in  Odell  Shepard's  '  A 
Lonely  Flute '  (Houghton  Mifflin  Company)  —  high  imagination, 
rich  color,  noble  emotion.  Mr.  Shepard  is  particularly  successful 
when  he  writes  of  nature,  as  in  this  vivid  and  flashing  sketch." 

(c)  What  suggested  the  phrase  "  on  the  wave  of  the 
skies  "  to  the  poet  ?    (Compare  the  flight  of  the  flicker.) 

(d)  How  do  the  class  answers  to  this  exercise  illustrate 
the  principle  of  apperception  ? 


THE  TAJ   MAHAL 

This  mausoleum  of  an  emperor  was  built  at  Agra,  India,  in  1652.  It  has  been  described 
as  "  the  most  splendidly  poetic  building  in  the  world  ...  a  dream  in  marble,  which 
justifies  the  saying  that  the  Moguls  designed  like  Titans  but  finished  like  jewelers." 
The  entire  building  is  of  white  marble,  inlaid  with  precious  stones.  Although  this  is 
regarded  as  the  most  perfect  monument,  India  has  many  others  of  great  mag- 
nificence, witnesses  of  the  power  and  wealth  of  her  princes.  From  "  Robinson's 
Medieval  and  Modem  Times."    (See  exercise  20,  (c),  p.  E169) 

23.  For  a  tragedy.  —  Would  the  second  sentence  on 
page  311  apply  in  case  a  tragedy  is  being  read?    Explain. 

24.  Parker  s  devices.  —  Point  out  the  devices  that  Parker 
uses  in  the  text  and  exercise  book  to  put  pupils  in  the 
proper  frame  of  mind. 


EI 74     EXERCISES  FOR  METHODS  OF  TEACHING 

25.  Teacher  s  emotional  tone.  —  Since  the  teacher's  own 
emotional  tone  is  a  large  factor  in  determining  the  emotional 
tone  of  the  class,  check  those  of  the  following  practices  which 
you  would  nse  in  order  to  preserve  a  proper  emotional  tone 
as  a  teacher.    Explain  your  choice. 

(i)  Read  {a)  the  Bible;  {b)  Emerson's  Essays ;  (c)  the  "Con- 
solations of  Philosophy,"  by  Boethius;  {d)  James's  chapters  en- 
titled "The  Gospel  of  Relaxation"  and  "A  Certain  Blindness  in 
Human  Beings." 

(2)  Go  to  church. 

(3)  Play  cards. 

(4)  Reduce  the  written  work  for  pupils. 

(5)  Go  to  movies  frequently. 

.(6)  Exercise  (probably  .walking)  two  hours  a  day  outdoors  as 
recommended  by  specialists  in  nervous  diseases. 

(7)  Sleep  eight  hours  or  more  each  night. 

(8)  Teach  a  Sunday-school  class. 

(9)  Attend  student  affairs. 

(10)  Read  {a)  fascinating  fiction;  {p)  current  humor,  cartoons, 
etc. ;  (c)  Booth  Tarkington's  "  Seventeen." 

(11)  Work  only  eight  hours  a  day; 

(12)  "  Go  into  the  silence." 

(13)  Take  advantage  of  every  opportunity  to  make  a  speech. 

(14)  Try  to  secure  a  specialized  program  of  teaching.  ' 

(15)  Keep  pupils  after  school. 

(16)  Use  your  vacations  for  studying. 

(17)  Use  your  vacations  for  outdoor  recreation  and  geograph- 
ical isolation  from  your  teaching. 

Additional  Bibliography 

James,  William.  Talks  to  Teachers.  (Henry  Holt  and  Co., 
1899.)  The  chapters  entitled  "The  Gospel  of  Relaxation"  and  "A 
Certain  Blindness  in  Human  Beings  "  are  helpful,  readable  essays 
on  the  teacher's  emotional  tone  and  on  getting  the  point  of  view  of 
others,  by  America's  greatest  psychologist,  a  master  of  English  style. 

Read  ''The  Last  Word"  (see  pp.  E251-E257,  below). 


EXERCISES  ON   CHAPTER  XIII 

INFLUENCE  OF  AGE  ON  LEARNING^ 

To  correct  complacent  dogmatism. — The  purpose  of  this 
chapter  is  to  correct  the  easy,  complacent  dogmatism  by 
which  many  persons  settle  questions  of  method  by  simply 
saying  that  such  and  such  types  of  learning  are  not  suited 
to  children  of  certain  ages.  A  rapid  reading  of  the  chapter 
should  suffice  to  substitute  for  this  dogmatism  an  open- 
minded  regard  for  the  problems  involved  and  the  evidence 
available  for  solving  them.  Detailed  mastery  of  the  argu- 
ments presented  in  the  text  is  not  important  v^ith  under- 
graduates. Hence  only  a  few  exercises  are  provided  to 
furnish  material  for  a  brief  discussion.  A  few  of  the 
questions  are  mere  memory  questions,  but  they  require  a 
careful  selective  reading  of  the  chapter. 

Read  the  chapter  rapidly  in  about  fifty  mimites. 

1.  Ages  compared.  —  What  ages  does  Parker  compare  in 
discussing  the  influence  of  age  on  learning } 

2.  Opinion  versus  science. —  For  which  types  of  learning 
does  he  present  measured  objective  evidence  and  for  which 
types  mere  opinion } 

3.  Similar  argument ;  motor  and  vocabulary. — What  is 
the  chief  point  or  argument  that  Parker  presents  in  discuss- 
ing the  influence  of  age  on  both  motor  skill  and  learning 
a  foreign  vocabulary ;  that  is,  which  general  point  appears 
in  both  cases } 

4.  Social  futility  of  for eig7t  languages.  —  (a)  Do  Parker's 
arguments  concerning  the  futility  of  having  most  American 
high-school  pupils  study  a  foreign  language  convince  you  ? 

1  Omit  this  chapter  in  a  short  course. 
E175' 


EI  76      EXERCISES  FOR  METHODS  OF  TEACHING 

(b)  If  not,  why  not  ? 

(c)  If  they  do,  what  should  the  high  schools  do  about 
the  matter  ?  (Remember  the  large  amount  of  time  given 
to  foreign  languages  and  the  lack  of  suitable  ready-made 
material  in  other  subjects.) 

5.  Reasoning  abilities. —  (a)  Of  the  several  arguments 
concerning  reasoning  abilities  which  Parker  presents,  which 
impressed  you  as  most  iimisiial  or  interesting  ?    Why  ? 

(6)  Which  is  most  scientific  ?    Why  ? 

6.  Instincts  in  enjoyment.  —  (a)  What  two  persistent  in- 
stincts does  Parker  discuss  in  this  chapter  in  connection 
with  enjoyment  ? 

{h)  From  the  list  of  instincts  given,  on  page  E177,  pick 
out  two  other  instincts  which  play  a  very  large  part  in  the 
enjoyment  of  most  persons  at  all  ages  below  thirty. 

7.  Resulting  frame  of  mind. —  In  what  frame  of  mind 
does  Parker's  chapter  leave  you :  confused,  convinced, 
puzzled,  argumentative,  indifferent,  interested,  desirous  of 
reading  •  further  discussions  (on  what  topics) } 

8.  Continue  the  game. —  If  interested,  begin  the  game  of 
making  a  list  of  all  the  examples  you  can  find  of  striking 
successes  of  mature  beginners ;  for  example,  individuals  who 
have  learned  a  foreign  language  or  acquired  skill  in  some 
game  easily  after  twenty-five  years  of  age. 


EXERCISES   ON   CHAPTER   XIV 


INTERESTS,  THE  BASIS  OF  ECONOMY  IN  LEARNING 

Subdivisions.  —  This  chapter  contains  the  following  : 

I.  Gejieral  argiLmeiit  for  utilizing  pupils'  active,  spontane- 
ous interests  as  a  means  of  securing  attention  and  effort ; 

II.  Suggestions  for  the  practical  utilisation  of  certain 
specific  instinctive  tendencies  and  interests.  The  list  of 
instincts  given  in  the  book  includes  the  following : 


(i)  Fear  of  pain 

(2)  Fear  of  sarcasm 

(3)  Individual  emulation 

(4)  Mental  activity 

(5)  Curiosity 


(6)  Collecting 

(7)  Manipulation 

(8)  Physical  activity 

(9)  Communication 
(10)  Cooperation 


Additional  instinctive  tendencies.  —  To  this  list  may  be 
added  the  following  instinctive  tendencies  to  actiofi  or 
instinctive  interests  for  purposes  of  discussion. 


(11)  Romance 

(22)  Ownership,  and  interest 

(12)  Adventure 

in  one's  own  affairs 

(13)  Courage 

(23)  Barter  and  exchange 

(14)  Love  of  animals 

(24)  Making  a  living 

(15)  Love  of  outdoors 

(25)  Sociability 

(16)  "Wanderlust";  explora- 

(26) Desire  for  social  approval 

tion  and  travel 

(27)  Interest  in  opposite  sex 

(17)  Rhythm 

(28)  Showing  off 

(18)  Dramatic 

(29)  Leadership 

(19)  Humor 

(30)  Pugnacity 

(20)  In  drawing 

(31)  Sympathy 

(21)  In    mechanical    contriv- 

(32) Affection 

ances 

(33)  Love  of  children 

(34)  Imitation  and  suggestion 

EI77 


EI 78      EXERCISES  FOR  METHODS  OF  TEACHING 

Three  occasions  for  considering  interests.  —  The  occasions 
or  opportunities  for  interest  in  school  may  be  classified  as 
follows : 

(i)  Selecting  interesting  subject  matter. 

(2)  Making  assignments  for  study  so  as  to  arouse  interest. 

(3)  Conducting  interesting  recitations. 

These  distinctions  will  be  utilized  in  the  exercises. 

Entertainment,  Interest,  Drudgery,  Remote  Ends 

1.  Active  interests  versus  entertainment. —  (a)  What  is 
the  difference  between  "  utilizing  pupils'  active  interests " 
and  "  entertaining  or  amusing  pupils  "  t 

(b)  How  does  the  end  of  the  paragraph  at  the  top  of 
page  338  help  in  answering  (a)  ? 

2.  Wage-earners  drudgery.  —  Are  not  the  opportunities 
for  achievement  in  the  life  of  the  ordinary  wage-earner  or 
housekeeper  so  meager  that  the  interest  theory  of  life's 
activities  presented  on  page  339  would  not  apply  to  the 
education  of  such  persons  .?    Explain. 

3.  Vocational  versus  playful  interests. —  {a)  In  the  list 
of  instinctive  interests  given  above,  label  such  as  can  be 
easily  determined  as  follows : 

With  V\i  primarily  vocational. 
With  P  if  primarily  playful. 

Count  up  your  V's  and  P's  and  state  the  result. 

(6)  Which  list  would  seem  to  present  the  largest  possi- 
bilities from  the  standpoint  of  utilizing  pupils'  instinctive 
interests .? 

(c)  Is  there  any  fallacy  in  this  exercise  ? 

4.  Vocational  goal  versiLS  present  i^iterests. —  In  three 
large  Iowa  high  schools  the  following  vocational  choices 
appeared  with  others  in  lesser  degree: 

Boys.     Engineering,  94 ;  farming,  34 ;  business,  33. 
Girls.    Teaching,  261  ;  office  work,  85  ;  nursing,  24. 


INTERESTS  AND  ECONOMY  IN  LEARNING     EI79 

Which  of  the  following  has  the  greater  motive  force  in 
the  case  of  such  pupils  in  their  daily  school  ivork  ? 

(i)  Such  thoughts  as  "  I  am  going  to  be  a  farmer,"  "  I  am 
going  to  be  a  teacher,"  "  I  am  going  to  be  a  nurse,"  or 

(2)  such  ever-present  instinctive  interests  as  numbers  3,  4,  5, 
6,  7,  8,  and  9  given  in  the  list  on  page  E177. 

5.  Effectiveness  of  remote  ends. —  (a)  In  general  can  the 
high-school  student's  interest  in  some  remote  achievement, 
such  as  success  in  life  or  in  some  vocation,  be  relied  on 
as  the  fundamental  basis  for  interesting  him  in  attending 
high  school} 

(b)  Can  it  be  relied  on  for  attentive  effort  in  getting  daily 
lessons  in  algebra,  history,  commercial  arithmetic,  etc.  ? 

6.  Instinctive  basis  of  interest  in  difficult  tasks.  —  Which 
of  the  instinctive  tendencies  listed  above  is  at  the  basis  of 
the  interest  in  diffictdt  undertakings  described  on  page  340 
of  the  text  ? 

Spontaneous,  Forced,  and  Divided  Attention 

7.  Varieties  of  divided  attefttion.  —  (a)  Is  the  type  of 
divided  attention  described  in  the  following  paragraph  as 
bad  as  the  divided  attention  that  results  from  the  use  of  fear 
of  punishment  or  fear  of  sarcasm  and  ridicule,  described  on 
pages  348-349  ?    Why  ? 

"  Many  a  class  sits  entranced  as  the  teacher  shows  them 
pictures  —  they  are  thoroughly  interested  and  attentive  —  but  they 
have  no  interest  whatever  in  the  principle  or  fact  which  the 
pictures  are  to  illustrate.  A  lecturer  can  always  get  interest  by 
telling  funny  stories,  but  again  and  again  he  will  find  that  the  real 
content  of  his  lecture  has  been  entirely  neglected.  Too  often  the 
picture,  the  story,  the  specimen  or  the  experiment  removes  as  much 
interest  from  the  lesson  itself  by  distracting  the  pupil  as  it  adds  by 
its  concreteness,  life  and  action.  It  is  never  enough  to  keep  a  class 
interested.  They  must  be  interested  in  the  right  thing."  —  E.  L. 
Thorndike,  "  Principles  of  Teaching,"  p.  58 


Ei8o      EXERCISES  FOR  METHODS  OF  TEACHING 

(b)  Upon  what  occasions  would  you  consider  the  devices 
described  in  the  quoted  paragraph  to  be  especially  helpful 
instead  of  harmful  ? 

Interest  in  Subject  Matter,  Assignments,  and 
Recitations 

8.  Opportunities  in  various  subjects. —  (a)  In  which  of 
the  three  items  in  the  above  heading  has  the  teacher  of 
geometry  the  greatest  freedom  of  opportunity  for  making 
the  instruction  interesting  ?    Why  ? 

(6)  Compare  the  opportunities  of  the  teacher  of  history ; 
of  literature. 

Interesting  Subject  Matter 

9.  Review.  —  Review  the  following  in  order  to  get  in 
mind  the  previous  discussions  of  selecting  interesting  subject 
matter. 

In  the  text:  pages  78-93,  273-276. 
ht  the  exercise  book:  pages  E48-E50. 

10.  Instinctive  interests  in  subjects.  —  After  each  of  the 
instinctive  tendencies  listed  above  (from  (4)  to  (34)  inclusive) 
write  the  abbreviations  for  one  subject — Hist.,  Lat.,  Math., 
Geog.,  Chem.,  Dom.  Sci.,  etc.  —  in  which  it  may  be  made 
the  basis  of  interest. 

Interesting  Assignments 

11.  Instinctive  basis. —  Select  three  of  the  instinctive 
tendencies  which  are  especially  important  to  consider  in 
making  assignments,  and  explain  their  use. 

Interesting  Recitations 

12.  Analyze  lessons.  —  The  lessons  on  work  (pp.  E102- 
E103),  OYv  participles  (pp.  EIO4-EI14),  and  on  "  Marmion" 
(pp.  E131-E136)  should  exhibit  all  of  the  factors  which 
aroused  interest  in  them  other  than  the  teacher's  personality. 


INTERESTS  AND  ECONOMY  IN  LEARNING     ei8i 

(a)  Point  out  the  reasons  or  bases  for  interest  in  eac/i 
lesson,  indicating  to  which  instinctive  tendencies  it  appeals. 
Fill  in  the  following  blanks : 

WorJ^  lesson  appeals  to  these  instincts : 

Participle  lesson  appeals  to 

Marmion  lesson  appeals  to 

(p)  Summarize  the  reasons  for  interest  common  to  all 
three  lessons. 

Teacher's  Personality 

13.  Vitality,  energy,  ''pepT  —  (a)  Show  how  abundant 
physical  vitality  of  the  teacher  may  contribute  interest  to 
recitations. 

(6)  Describe  means  of  cultivating  vitality  by  reference  to 
exercise  25  on  page  E174,  and  ''The  Last  Word,"  pp.  E251- 
E257,  below. 

14.  Enthusiasm.  —  Decide  what  you  mean  by  enthusiasm 
and  then  suggest  possibilities  and  limitations  of  cultivating 
an  enthusiastic  teacher-personality  under  the  following 
headings  : 

(a)  As  a  matter  of  general  emotional  tone. 

(b)  As  a  product  of  intensive  specialization  on  a  subject ; 
for  example,  ancient  history,  botany :  advantages  and  dangers. 

(c)  As  a  series  of  staiidardized  ^^ stunts''  like  those  of 
an  actor  or  orator ;  consider  their  effectiveness,  sincerity, 
and  monotony. 

15.  Informality.  —  (a)  Does  the  fact  that  informal  reci- 
tations seem  more  lively  and  entertaining  indicate  neces- 
sarily superior  i^iterest  if  we  conceive  of  interest  as  an 
active  reaching  out  after  more  of  the  subject }    Explain. 

(6)  Try  to  formulate  a  statement  of  the  amount  of  infor- 
mality and  formality  desirable  in  order  to  achieve  ( i )  interest, 
(2)  definite  progress  in  the  subject,  (3)  maintenance  of 
authority.  (Compare  exercise  15,  p.  E32,  on  the  Jesuit 
method.) 


EI 82      EXERCISES  FOR  METHODS  OF  TEACHING 

16.  Personal  touch  in  teaching.  —  (a)  What  does  the 
topic  of  this   exercise  mean  to  you  ? 

(6)  How  can  a  teacher  use  it  as  the  basis  of  interest  if 
he  is  teaching  ofie  hiuidred  and  fifty  pupils  daily  ? 

(c)  Should  he  specialize  his  energy  and  time  for  personal 
tonch  upon  those  who  need  it  most  ? 

{d)    Who  would  7ieed  it  most  ? 

Specific  Instincts 

17.  Emulation.  —  Explain  your  answers  to  each  of  the 
following  : 

(a)  Do  you  consider  all  emulation  vicious  ? 

(6)  Should  society  dispense  with  it  ? 

(c)   Can  society  get  rid  of  it  ? 

{d)  Will  socialism,  eradicate  it  ? 

(e)  Will  socialism  so  reduce  its  operation  as  to  decrease 
social  progress  ? 

(/)  How  does  Parker's  discussion  on  page  345  assist  in 
answering  this  exercise  ? 

18.  Communication  versus  expression.  —  (a)  Which  is 
more  helpful  in  thinking  of  interest  in  recitations,  to  think 
of  (i)  the  instinct  of  communication  or  (2)  the  instinct  of 
expression  ?    Why  ? 

(p)  Would  a  memory  recitation  of  matter  studied  by  all 
pupils  in  a  textbook  involve  communication  t 
(c)  Would  it  involve  expression  ? 

19.  Curiosity.  —  Does  the  utilization  of  curiosity  during 
recitations  necessarily  mean  using  very  strange,  unusual 
examples  ?    Explain. 

20.  Collecting.  —  Pupils  in  good  elementary  schools  make 
their  own  loose-leaf  manila-paper  notebooks  and  paste  up 
hundreds  of  pictures,  poems,  notes  on  current  events,  etc. 
collected  from  various  sources  including  current  magazines, 
railroad  offices,  steamship  lines,  and  govern^ment  bulletins. 


INTERESTS  AND  ECONOMY  IN  LEARNING     E183 

(a)  Why  don't  high-school  classes  follow  this  practice 
more  frequently  ? 

(b)  Describe  two  collections  that  might  be  made  in  this 
way  in  high-school  subjects,  giving  topic,  materials  to  be 
collected,  and  sources. 


LEgON  6 

Ordres 

Prenez  tin  bonbon  ;  dites  merci. 
Riez ;  ne  riez  pas  ;  ne  causez  pas. 

Ne  cessez  pas ;  continuez.  —  From  Gourio,  "  La  Classe  en 
frangais."    See  exercise  24,  (6),  p.  E184. 

21.  Humor.  —  (a)  A  teacher  of  French  in  teaching  the 
form  of  negative  expressions  by  the  direct  method  used 
such  absurd  examples  as,  "I  do  not  dance  with  my  head," 
"  I  do  not  think  with  my  feet."  Do  you  think  this  is  a  suitable 
and  effective  form  of  humor  for  high-school  classes  1   Why } 

(b)  How  frequent  and  how  continuous  should  the  humor- 
ous spirit  be  in  a  recitation  in  geometry }  in  French }  in 
English  composition } 


EI 84      EXERCISES  FOR  METHODS  OF  TEACHING 

(c)  Is  Parker's  use  of  Taylor's  poem  in  exercise  8,  on 
page  EI 20,  above,  justified?    Why? 

(d)  Should  a  teacher  become  ambitious  to  be  known  as 
a  wit?    Why? 

(e)  Summarize  the  outcome  of  the  discussion  of  this 
exercise. 

22.^  Interest  in  marks.  —  (a)  Name  three  instincts  which 
lead  pupils  to  desire  to  know  their  marks. 
(&)  Which  of  these  are  reprehensible  ? 

23.  Pictures  for  interest.  —  (a)  To  what  instinct  does  the 
picture  on  page  e  1 8  5  appeal  ? 

(&)  Would  this  picture  be  useful  to  accompany  a  story  in 
reading  a  foreign  language  ?    Why  ? 

Interest  in  Various  Subjects 

24.  Foreign  language.  —  (a)  To  which  instinctive  inter- 
ests (see  list  on  page  e  177)  would  the  Gouin  method 
described  on  pages  130-134  appeal  to  which  a  grammar- 
translation  method  would  7iot  appeal  ? 

(&)  To  what  instinctive  interest  do  the  picture  and  lesson 
in  French  on  page  E183  appeal  ? 

(c)  Do  you  consider  the  type  of  material  noted  in  (&) 
especially  suited  to  first-year  high-school  pupils  ?   E^cplain. 

25.  Miscella7ieous  devices.  —  (a)  In  the  list  of  devices 
given  below  and  on  page  E187  check  those  which  you 
would  use  occasionally  in  securing  interest  in  the  subject 
or  subjects  which  you  plan  to  teach. 

(h)  Describe  how  you  would  use  them. 

(i)  Exhibits  (5)  Songs 

(2)  Calendar    of    school  (6)  Games  like  authors 

events  (7)  Jingle  rimes 

(3)  Clubs  (8)  Easy  supplementary  read- 

(4)  Plays  ;  dramatization  ing 

1  This  exercise  is  from  Thorndike's  "  Principles  of  Teaching." 


WHAT  DO  YOU  SUPPOSE  THE  ABOVE  PICTURE  IS  ABOUT  ? 
From  Harrison's  "  Spanish  Reader."   (See  exercise  23,  p.  E184) 


E185 


" SORROWING  POLAND  " 

Cartoons  bulletined  by  Mr.  V.  L.  Minor  in  a  class  in  modern  history.    The 

reading   matter   describes   the   several   partitions   and   invasions   of   Poland. 

Reproduced  here  by  permission  of  the  Chicago  Tribune 

Ei86 


I 


INTERESTS  AND  ECONOMY  IN  LEARNING     El 87 

(9)  Cork  bulletin  board  (11)  Pictures 

(10)  Cartoons  (see  picture  on  (12)  Graphs 

page  EI 86)  (13)  Excursions 

(14)  Specialized  topics  for  occasional  short  oral  reports 

(15)  Exchange  of  letters  between  a  day-school  class  in  com- 
position and  a  night-school  class  in  English  for  foreigners 

(16)  Contests  in  writing  articles,  the  best  to  be  published  in 
the  local  paper 

(17)  Individual  contests  with  neighboring  schools 

(18)  Team  contests  with  neighboring  schools 

(19)  Create  an  atmosphere  of  the  subject  in  your  classroom 

26.  Write  a  summary. —  Copy  and  complete  the  follow- 
ing summary  for  yourself.  Write  not  more  than  twenty 
words  in  the  blank  parts  and  hand  it  in. 

"In  order  to  maintain  interest  in  my  classes,  in  addition 
to  the  use  of  occasional  special  devices,  /  shall  endeavor 
always  (i)  To  keep  myself . 

(2)  To  utilize  the  common  instinctive  interests  of  pupils  in 

(^) (b) . 

(c) {d)  {e)  

(/)  " 

I  expect  to  teach  the  following  subjects  : 


Additional  Bibliography 

1.  Chadwick,  R.  D.  Vitalizing  the  History  Work.  History 
Teachers'  Magazine,  April,  19 15,  Vol.  VI,  pp.  11 2-1 21.  Use  of 
contemporary  events,  cartoons,  well-equipped  room,  etc. 

2.  King,  Irving.  The  High-School  Age.  (Bobbs-Merrill  Com- 
pany, 1914.)  See  Chapters  X,  XI,  and  XIII  on  interests  of  high- 
school  pupils. 

3.  Tarkington,  Booth.  Seventeen.  (Harper  &  Brothers,  19 15.) 
An  amusing  account  of  the  social  trials  and  tribulations  of  a  youth 
of  seventeen. 


CHAPTER  O 

BE  AN  ARTIST-TEACHER 

Emulate  actors,  writers,  and  painters.  —  A  teacher  has 
the  same  opportunity  to  achieve  artistic  successes  as  the  actor, 
speaker,  writer,  or  painter.  Like  these  artists,  he  strives  to 
produce  certain  definite  audience  effects^  to  influence  persons 
to  think,  feel,  and  act  in  certain  specific  ways.  Like  these 
artists,  he  may  speciaUze  in  order  to  perfect  his  technique 
in  securing  the  particular  effects  and  types  of  responses  he 
desires,  just  as  an  actor  may  specialize  in  comedy  or  tragedy, 
a  painter  in  portraits  or  landscapes. 

Avoid  monotony  and  enjoy  varied  successes. —  If  teach- 
ing is  regarded  in  this  way,  its  outlook  need  not  be  one  of 
dreary  monotony,  any  more  than  the  outlook  of  the  enthu- 
siastic landscape  painter  who  experiments  year  after  year 
with  increasing  success  in  representing  color  combinations, 
or  the  outlook  of  the  actor  who  plays  the  same  type  of  part 
year  after  year  with  enthusiastic  interest.  The  audience 
stimulus  and  the  desire  for  artistic  achievement  furnish 
some  of  the  strongest  motives  to  human  effort.  In  the 
teacher's  activity  both  may  be  particularly  impelling  because 
of  the  intimate  relation  between  the  artist-teacher  and  his 
class  audience.  This  intimacy  enables  the  teacher  to  real- 
ize in  a  very  personal  way  the  effect  of  his  efforts,  to  enjoy 
quickly  his  success,  and  to  feel  keenly  at  times  the  need 
for  improvement  in  certain  points  of  technique. 

Teach  some  parts  very  well.  —  The  high-school  teacher 
may  early  begin  to  achieve  artistic  successes  by  endeavoring 
to  teach  very  well  small  portions  of  his  subject.    By  thus 

E188 


BE  AN  ARTIST-TEACHfiR  EI89 

limiting  his  efforts  to  a  few  small  units,  he  may  perfect 
these  far  above  the  average  of  his  success  with  the  rest  of 
the  subject.  Eventually  he  may  extend  his  artistic  technique 
to  all  phases  of  his  work. 

Begin  now.  —  Even  prospective  teachers  can  enroll  for 
artistic  apprenticeship  by  observing  and  studying  the  tech- 
nique of  some  specialized  phase  of  teaching.  The  specialized 
observations  assigned,  on  page  E141,  probably  contained 
suggestions  of  such  possibilities.  Further  suggestions  are 
contained  in  the  following  topics  : 

(a)  Teaching  the  first  book  of  geometry  slowly  and  care- 
fully so  as  to  train  pupils  in  geometrical  analysis  and  avoid 
the  habit  of  merely  memorizing  propositions. 

{b)  Teaching  five  of  the  more  important  and  useful  ab- 
stract ideas  in  algebra  by  careful  conversational  lessons 
which  assure  real  understanding  instead  of  mere  juggling 
of  symbols. 

{c)  Teaching  effective  writing  of  narrative  letters  or  busi- 
ness letters. 

(</)  Use  of  current  events  in  interpreting  a  limited  se- 
lected list  of  historical  situations. 

{e)  Organization  of  ten  lessons  on  the  use  of  current 
magazines  to  form  habits  of  enjoying  reading  serious  con- 
temporary material. 

(/)  Same  as  {e)  for  high-grade  current  fiction. 

{g)  Development  of  skill  in  dramatizing  the  meaning  of 
the  first  two  hundred  words  to  be  taught  in  French  or 
German. 

{h)  Selection  of  real  everyday  problems  as  the  starting 
point  of  fifteen  of  the  experiments  in  a  laboratory  manual 
in  some  science. 

An  inspiration,  not  an  assignment.  —  The  above  discus- 
sion is  intended  to  develop  an  artist's  attitude  toward  teach- 
ing.   //  is  not  an  assignment.    Its  purpose  is  inspiration. 


EXERCISES  ON  CHAPTER  XV 

ADAPTING  CLASS   INSTRUCTION  TO  DIFFERENCES 
IN  CAPACITY 

Requires  fine  art  in  teaching.  —  The  heading  of  this 
chapter  points  out  one  of  the  highest  and  most  difficult 
achievements  in  artistic  teaching.  Consequently,  beginning 
teachers  can  be  expected  to  do  little  in  the  practical  adapta- 
tion of  their  class  instruction  to  the  varying  capacities  of 
the  students  in  the  class.  For  this  reason  an  hour  or  two 
spent  in  the  discussion  of  this  chapter  should  be  adequate. 

Emphasize  statistical  facts. — The  discussion  should  em- 
phasize the  statistical  facts  which  prove  the  desirability  of 
avoiding  the  waste  that  results  from  failure  to  provide  for 
individual  differences.  In  addition,  a  few  of  the  practical 
proposals  for  improvement  may  be  considered.  A  small 
number  of  exercises  is  adequate  for  both  of  these  purposes. 

Connect  heated  discussion  with  objective  facts.  —  It  will 
be  found  that  students  have  many  additional  questions  to 
raise  concerning  the  validity  of  the  arguments  stated  or  im- 
plied in  certain  parts  of  this  chapter  and  the  exercises.  In 
order  to  maintain  a  scientific  attitude  in  this  discussion  it  is 
important  to  keep  constantly  before  the  class  the  objective, 
statistical  facts  presented  in  the  text  and  in  the  exercises. 

1.  Science  and  opinion.  —  (a)  Which  of  the  following  is 
more  scientific  according  to  page  ei2  ?    Explain. 

(i)  The  statements  on  page  366  by  Harris  concerning  simul- 
taneous instruction  or  (2)  the  statements  by  Thorndike  (p.  367) 
and  Courtis  (p.  372)  ? 

(p)  Is  the  least  scientific  of  these  statements  an  opinion 
that  should  be  given  great  or  little  weight  t    Why } 

E190 


DIFFERENCES  IN  CAPACITY 


E191 


2.  Graph  differences  in  ability  in  algebra.  —  The  graph 
which  is  begun  below  is  based  on  Monroe's  table  of  achieve- 
ments in  algebra  on  page  374,  using  the  data  in  the  extreme 
left-hand  and  right-hand  columns.  Begin  to  read  these 
columns  from  the  bottom,  as  follows : 

0  examples  were  done  right  by  2  pupils. 

1  example  was  done  right  by  2  pupils. 

2  examples  were  done  right  by  2  pupils. 

3  examples  were  done  right  by  4  pupils. 

These  data  give  the  lower  left-hand  side  of  the  graph. 


■" 

28 

c 
1    25 

8 

? 

•s  20 

e 

% 

0 

2    15 

Q 

« 

|. 

% 

I     5 

'i^     4 

3 

2 

1 

0    1    2    3    4    5   6    7    8    9  10  U  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26  27  28  29  30  31  32  33  34 
Number  of  examples  done.     (Data  shown  in  left-hand  column) 

INCOMPLETE  GRAPH  OF  ABILITIES  IN  ALGEBRA 

Assignment. — After  reading  the  description  of  surfaces 
of  frequency  on  pages  375-3/8,  complete  the  graph  which 
is  started  above,  by  using  the  rest  of  the  material  in  Monroe's 
left-hand  and  right-hand  columns. 


EI92      EXERCISES  FOR  METHODS  OF  TEACHING 

3.  Range  and  waste  in  algebra.  —  (a)  Find  the  score  of 
the  tenth  pupil  from  the  top  of  the  right-hand  column  in 
Monroe's  table  or  in  the  surface  of  frequency  made  in 
exercise  2. 

(&)  Find  the  score  of  the  tenth  pupil  from  the  bottom. 

(c)  Answer  the  questions  on  page  371  as  applied  to 
Monroe's  table,  using  the  score  from  (a)  as  "  highest  score  " 
and  the  score  from  (6)  as  "  lowest  score." 

4.  Differences  in  readiiig  rate.  —  (a)  Make  and  hand  in 
a  surface  of  frequency  (on  cross-section  paper  preferably) 
based  on  the  data  on  the  rates  of  reading  of  1 7 1  high-school 
pupils  shown  in  the  lower  table  on  page  E193.  Use  the 
left-hand  and  right-hand  columns  ("Number  of  Words  "  and 
"  Total  Pupils  "),  and  begin  at  the  top  of  the  columns  in 
order  to  secure  the  lower  left-hand  end  of  the  graph. 

(6)  Answer  the  questions  on  page  371  as  applied  to  this 
table  or  surface  of  frequency. 

(c)  Explain  and  illustrate  the  following  statement,  espe- 
cially the  italicized  words  : 

"  The  rates  of  reading  of  high-school  pupils  are  among  the 
most  important,  useful,  and  objective  facts  that  can  be  determined 
concerning  the  differences  in  abilities  of  such  pupils." 

RATES  OF  SILENT  READING  OF  171  PUPILS  IN  UNIVERSITY 
OF  CHICAGO  HIGH  SCHOOL 

Secured  in  an  Investigation  by  William  S.  Gray 

Source  of  reading  rates.  —  The  reading  rates  given  in  the  tables 
were  secured  by  testing  the  pupils  individually.  The  technique  had 
been  perfected  by  prolonged  experimentation,  and  is  described  in 
W.  S.  Gray's  "  Studies  of  Elementary  School  Reading,"  Supple- 
mentary Educational  Monograph,  19 17^  The  University  of  Chicago 
Press.  The  pupils  were  told  to  read  rapidly  but  carefidly,  and 
informed  that  after  they  had  finished  they  would  be  asked  to 
write  an  account  of  what  they  had  read. 


DIFFERENCES  IN  CAPACITY  EI93 

Gross  Distribution  of  High-School  Reading  Rates 


Number  of 

Words  per 

Minute 

Freshmen 

Sophomores 

Juniors 

Seniors 

Total 
Pupils 

76-100 

I 

I 

2 

IOI-125 
126-150 

3 

6 

2 

9 

I 
20 

151-175 
I  76-200 

3 
4 

17 
20 

3 
9 

4 
16 

27 
49 

201-225 
226-250 

I 

13 
6 

8 

5 

7 
3 

29 
15 

251-275 
276-300 

3 

7 
6 

6 

I 
I 

17 
7 

301-325 
326-350 

I 

1 

2 

351-375 

' 

I 

2 

Total 

16 

78 

34 

43 

171 

Percentage  Distribution  of  High-School  Reading  Rates 


Number  of 

Words  per 

Minute 

Freshmen 

Sophomores 

Juniors 

Seniors 

Total 
Pupils 

76-100 

3 

2 

I 

IOI-125 

I 

I 

126-150 

19 

8 

6 

21 

12 

151-175 

19 

22 

9 

9 

16 

I  76-200 

25 

25 

26 

38 

28 

201-225 

6 

17 

23 

17 

17 

226-250 

6 

8 

15 

7 

9 

251-275 

19 

9 

18 

2 

10 

276-300 

8 

2 

4 

301-325 

326-350 

6 

I 

I 

351-375 

I 

2 

I 

Total 

roo 

TOO 

100 

100 

100 

EI 94      EXERCISES  FOR  METHODS  OF  TEACHING 

"Diagnosis  of  Silent-Reading  Rates  of  High-School  Pupils 

^^ Directions  for  Experiments 

"By  WILLIAM  S.  GRAY 

"  In  order  that  high-school  principals  and  teachers  may  have  a 
means  of  testing  the  rate  and  quality  of  the  reading  done  by  their 
pupils,  the  following  directions  for  conducting  a  simple  expenment 
are  provided. 

"  To  determine  the  rate  of  silent  reading  of  high-school  pupils.  — 
Choose  a  selection  similar  in  difficulty  to  the  lessons  assigned  to 
your  class.    See  to  it  that  each  pupil  has  a  book,  pencil,  and  sheet 

of  paper  at  hand.  Give  the  following  directions :  '  1  urn  to  page . 

Presently  I  shall  read  aloud  a  portion  of  this  page.  Each  pupil 
should  follow  the  reading  carefully.  At  the  exact  second  that  I 
read  the  last  word  on  this  page  turn  to  the  next  and  read  silently. 
Continue  reading  rapidly  but  carefully  until  the  signal  "  Stop  "  is 
given.  Mark  immediately  the  word  you  were  reading  at  the  instant 
the  signal  was  given.  Then  continue  reading  to  the  bottom  of  the 
page.  Later  I  shall  ask  questions  concerning  the  selection,  or 
I  may  ask  you  to  write  about  it' 

"  Read  aloud  to  the  class  to  the  bottom  of  the  page  —  discon- 
tinue reading  and  note  the  exact  second.  The  pupils  should  con- 
tinue reading  according  to  directions.  When  exactly  thirty  seconds 
have  passed  give  the  signal  to  stop.  See  that  each  pupil  marks 
immediately  the  point  reached  in  his  reading.  At  your  earliest  con- 
venience make  a  record  of  the  number  of  words  read.  The  pupils 
might  be  asked  to  count  the  number  of  words  read  in  thirty  sec- 
onds and  to  hand  in  the  results  on  slips  of  paper  or  the  teacher 
might  count  the  words  herself. 

"  To  determine  the  ability  of  high-school  students  to  understand 
what  they  read.  —  {a)  As  soon  as  the  pupils  have  discontinued 
reading  the  selection  ask  them  to  reproduce  in  writing  what  they 
have  read.  Give  everyone  sufficient  time  to  finish.  Read  the 
reproductions,  crossing  out  all  wrong  statements,  all  irrelevant 
statements  and  all  repetitions.  Count  the  remaining  words  and 
use  this  number  as  the  pupil's  index  of  efficiency. 

'*  (J?)  Prepare  a  series  of  questions  of  approximately  equal  diffi- 
culty, and  ask  the  pupils  to  write  the  answers.    Grade  upon  a 


DIFFERENCES  IN  CAPACITY-  EI95 

percentage  basis,  giving  5,  10,  or  12^  points  for  each  correct 
answer,  according  to  the  number  of  questions  asked. 

"  (c)  Depending  upon  the  character  of  the  story,  pupils  might 
be  asked  to  reproduce  the  most  important  topics  in  the  selection, 
to  organize  the  major  points  and  supporting  details  topically,  to 
show  the  relation  of  the  selection  to  certain  historical,  geographical 
or  scientific  facts  studied,  etc. 

"  The  results  of  these  tests  should  be  made  the  basis  of  many 
wise  criticisms  and  constructive  suggestions  to  the  class  as  a  whole 
and  to  special  individuals.  The  points  of  weakness  should  be  made 
the  basis  for  further  drill  and  intensive  study.  Upon  the  basis 
of  the  results  of  the  tests,  assignments  may  be  planned  more 
intelligently  both  from  the  standpoint  of  quantity  and  content." 

5.  Normal  distribution  of  students  grades. —  (a)  Siim- 
marize  the  arguments  in  favor  of  the  distribution  of  students' 
grades  given  on  page  379  of  the  text. 

(h)  Hozu  do  yonr  surfaces  of  frequency  made  in  exercises  2 
and  4  contribute  to  these  arguments } 

(c)  Make  a  distribution  surface  for  the  grades  as  given 
on  page  379. 

(d)  Does  this  scheme  indicate  zv/iere  the  ''  conditioned  " 
or  '*  failed  "  line  is  drawn  ?     Explain. 

(e)  Does  it  imply  that  there  must  be  a  certain  percentage 
of  failures  and  conditions  ?     Explain. 

(/)  Who  and  what  determines  the  failure  point  t  (Com- 
pare the  long  quotation  on  page  12  of  the  text.) 

ig)  If  a  teacher's  grades  for  the  year,  after  having  taught 
200  pupils,  show  20  per  cent  of  E's  and  40  per  cent  of 
D's,  wJiat  is  the  matter} 

(h)  If,  under  similar  conditions,  a  teacher's  grades  show 
20  per  cent  of  A's  and  40  per  cent  of  B's,  what  is  the 
matter  ? 

6.  Grading  capacity,  effort,  and  achievement.  —  (a)  What 
would  be  the  advantages  for  the  school,  for  society,  and  for 
the  pupil,  of  having  each  teacher  give  each  pupil  three 
grades  ;  namely,  for  capacity,  for  effort,  for  achievement } 


ET96      EXERCISES  FOR  METHODS  OF  TEACHING 

(b)  Which  of  these  factors  is  the  single  grade,  which  is 
ordinarily  given,  supposed  to  represent  ? 

(c)  Which  of  these  grades  would  be  the  most  objective  ? 
Explain. 

{d)  Would  the  lack  of  objectivity  in  the  other  two  make 
it  inadvisable  to  have  on  record  a  teacher's  opinion  in  these 
two  matters  ?     Explain. 

(e)  What  bearing  on  this  discussion  has  the  classic  ad- 
monition to  "  know  thyself  "  } 

(/)  What  bearing  has  paragraph  2  on  page  178  } 

7.  Varied  assignments  ;  special  seat  work. —  (a)  Which 
one  of  the  three  phases  of  the  scheme  described  on  pages 
385-386  m,ight  a  teacher  use  after  one  year  of  experience 
in  teaching  a  subject  1 

(b)  When  and  under  what  conditions  could  a  teacher 
adopt  the  otAer  two  phases  t 

8.  Individual  attention  to  slow,  mediocre,  and  bright, — 
Assuming  that  some  scheme  of  individual  instruction  (sup- 
plementary to  class  instruction)  is  adopted,  would  you  say 
that  society  wonld  profit  most  if  the  teacher  distributed  the 
individual  instruction  (time  and  energy)  as  follows  :  for  one 
minute  given  to  each  bright  pupil  give  two  minutes  to  each 
mediocre  pupil  and  three  minutes  to  each  slozv  pupil }  Ex- 
plain. {Compare  the  middle  of  the  quotation  on  page  12, 
''  Snch  need  ns  less  than  the  others  do.") 

9.  Is  success  of  Batavia  scheme  valid  f —  Superintendent 
Kennedy's  account  of  the  success  of  the  Batavia  scheme 
(see  No.  4,  p.  417)  shows  that  it  does  keep  slow  pupils 
from  failing. 

(a)  What  social  economy  is  there  in  this }  (Consider  in 
this  connection  the  cost  per  pupil  for  one  year  of  high-school 
education.) 

ip)  Is  there  any  validity  in  the  objection  that  these  pupils 
had  to  be  "bolstered  up"  all  the  way  through  school  in 
order  to  pass  }     Explain. 


DIFFERENCES  IN  CAPACITY  EI97 

10.  Time  assignments  versus  quantity  assignments. — 
Would  it  be  a  good  practice  to  tell  pupils  to  work  one  hour 
on  an  assigned  lesson  in  mathematics  or  Latin  instead  of 
telling  them  to  complete  a  given  number  of  problems  or 
lines  ?     Explain. 

11.  Special  cases.  —  (a)  How  should  you  stimulate  the 
bright  but  lazy  pupil  who  is  satisfied  with  mere  passing  in 
a  subject  ? 

(6)  Would  it  help  the  glib,  talkative,  but  nonstudious 
pupil  to  tell  him  that  he  would  have  to  study  if  he  expected 
to  be  allowed  to  recite  ?    Explain. 

(c)  How  would  you  give  the  timid,  bashfid,  conscientious 
pupil  proper  encouragement  and  training  in  recitations  ? 

{d)  State  how  special  adaptations  to  individual  needs  are 
suggested  in  Chapters  IV,  IX,  and  XI. 

Additional  Bibliography 

1.  Cabel,E.  D.  English  for  the  Hopeless  Pupil.  English  Journal, 
March,  19 15,  Vol.  IV,  pp.  207-208. 

2.  Drake,  E.  H.  An  Interesting  Experiment'  [with  minimum 
and  maximum  assignments].  Elementary  School  Journal^  December, 
1914,  Vol.  XV,  pp.  219-222. 

3.  Clerk,  F.  E.  The  Arlington  Plan  of  Grouping  Pupils  ac- 
cording to  Ability.  School  Review,  January,  19 17,  Vol.  XXV, 
pp.  26-47.  Elaborate  descriptive,  statistical,  and  argumentative 
account  of  actual  use  of  plan  of  placing  bright,  mediocre,  and 
slow  pupils  in  separate  classes. 

4.  Meek,  C.  S.  A  Study  in  Retardation  and  Acceleration. 
'Elementary  School  Journal,  April,  19 15,  Vol.  XV,  pp.  421-431. 
Account  of  an  actual  experiment  in  promoting  individual  pupils 
according  to  their  needs. 

5.  ScHORLiNG,  R.  Problem  of  Individual  Differences  in  the 
Teaching  of  Secondary-School  Mathematics.  School  Review,  Octo- 
ber and  December,  19 15,  Vol.  XXIII,  pp.  535-549,  649-664. 
Elaborate  account  of  actual  experiments.  Includes  pupils'  testi- 
mony on  value  of  types  of  individual  adaptation  used. 


CHAPTER  P 

CONDENSE  INTO  A  USABLE  SYSTEM 

Throw  overboard  unnecessary  details.  —  Toward  the  end 
of  the  course  the  class  should  begin  to  throw  overboard  those 
ideas  of  teaching  which  they  are  not  going  to  remember 
and  to  reaHze  clearly  the  system  of  practical  ideas  which 
they  should  carry  away  and  apply.  This  process  is  sug- 
gested at  two  places  in  the  text.  On  pages  76-78  it  is 
pointed  out  that  the  details  which  are  necessary  in  the 
initial  study  of  topics  may  be  forgotten  after  they  have 
served  their  purpose,  so  that  the  one  tenth  which  is  remem- 
bered may  consist  of  the  large  fundamental  issues.  Again, 
in  the  quotation  on  page  218  James  speaks  of  the  "drop- 
ping out  and  throwing  overboard  of  conscious  content "  as 
a  person  becomes  wise  in  a  given  field  of  study  and.  is 
able  to  think  of  it  in  terms  of  its  larger  aspects  and  the^ 
interrelations. 

Forget  details  and  remember  coherent  system. —  Hence, 
if  we  combine  the  idea  of  forgetting  details  with  the  idea  of 
maintaining  apparent  coherence  (described  above,  on  pages 
E52-E53),  we  get  the  notion  of  condensing  the  course  into 
a  system  of  large  ideas  about  teaching. 

Each  student  to  apply  the  course.  —  By  adding  the  further 
idea  of  having  each  student  remember  the  parts  of  the 
course  which  he  can  use  to  best  advantage  in  his  future 
teaching,  we  secure  the  notion  of  condensing  the  course 
into  a  usable,  practical  system  of  ideas  concerning  methods 
of  teaching. 

Three  assignments.  —  In  order  to  assist  the  students  in 
this  process,  three  assignments  are  provided,  as  follows : 

E198 


CONDENSE  INTO  A  USABLE  SYSTEM        EI99 

(i)  Study  of  the  coherent  outline  of  the  course,  given 
on  page  E156,  above. 

(2)  A  cut-down  final  examination  covering  about  one 
hundred  and  seventy-five  selected  pages  of  the  text. 

(3)  A  paper  by  each  student  containing  selected  ideas  of 
methods  of  teaching  which  he  plans  to  use. 

Assignments  (i)  and  (2)  will  be  discussed  later.  Assign- 
ment (3)  should  be  made  at  this  point,  and  is  described 
below,  under  the  title  ''  I  Shall  Try." 

I  Shall  Try  to  Apply  the  Following  Ideas  in 
MY  Teaching 

The  most  valuable  assignment  in  the  course.  —  The  fol- 
lowing assignment  is  the  most  valuable  in  the  course,  since 
it  concerns  each  student's  practical  application  of  the  course 
in  his  future  teaching.  It  requires  a  review  of  the  text  by 
each  student  and  self-active  selection  by  him  from  the  whole 
course  of  those  ideas  which  he  expects  to  use. 

Assignment.  —  (i)  Write  a  paper  containing  twenty-five 
practical  ideas  selected  from  Parker's  textbook  which  you 
will  plan  to  use  in  your  future  teaching. 

(2)  In  the  case  of  each  of  ten  of  these .  ideas  indicate  in 
some  detail  how  you  expect  to  carry  it  out ;  that  is,  write 
from  one  half  to  one  theme  page  illustrating  concretely  its 
application  in  your  special  plans.  Suggestions  of  such 
applications  may  be  secured  from  your  previous  examina- 
tion of  textbooks  and  periodical  articles  on  the  teaching  of 
your  subjects  and  from  observations. 

If  you  know  the  position  which  you  will  occupy  next 
year,  write  your  paper  to  apply  specifically  to  it. 

(3)  Divide  your  paper  2iS  ioWoms  : 

I.  The  simpler  points  of  technique  which  it  will  be  rela- 
tively easy  for  you  to  master  in  your  early  teaching. 

II.  The  more  diffictdt  phases  of  artistic  teaching  which 
you  may  undertake  in  your  later  experience. 


E200     EXERCISES  FOR  METHODS  OF  TEACHING 

Inexperienced  beginners  should  place  about  fifteen  easy 
points  under  land  ten  more  difficult  artistic  matters  under 
II.  Experienced  teachers  may  divide  their  points  between 
I  and  II  in  varied  proportions. 

(4)  Arrange  your  paper  in  the  following  form  : 

I  SHALL  TRY 


I.    In  my  early  teachings 
I.  To  arrange  etc.  - 


To  maintain  etc. 


To  secure  etc. 


by  etc. 


II.    I?i  my  later  teachings 

1 6.  To  provide  for by  etc. 


7.  To  adapt  etc. 


25.  To  organize  etc. 


(5)  Ca7tvass  the  whole  text  for  ideas,  not  omitting  the 
later  chapters,  especially  Chapter  XVII  (on  books),  Chapter 
XX  (on  questioning),  and  Chapter  XXII  (on  testing). 

(6)  Teach  the  instructor  of  the  course  by  your  specific 
applications,  as  he  will  find  that  he  can  learn  much  from 
his  students  concerning  their  special  fields  of  teaching. 

(7)  Hand  in  your  paper  days   before    the    final 

examination,  so  that  it  may  be  read  and  returned  to  you  at 
the  examination. 

(8)  Keep  your  paper  and  actually  use  and  apply  it  in 
your  teaching. 


CONDENSE  INTO  A  USABLE  SYSTEM       E20I 

Follow-up  Letter  concerning  "  I  Shall  Try  " 

December  15,  191? 
Miss  Hopeful  Beginner 

Pleasantville  High  School 
My  dear  Miss  Beginner : 

Do  you  remember  the  "  I  Shall  Try  "  paper  which  you  wrote 
in  Education  87(?)  setting  forth  the  efforts  you  might  make  to 
achieve  artistic  teaching? 

Have  you  ever  thought  of  the  possibility  of  actually  trying  out 
some  of  the  ideas  expressed  in  your  paper  ? 

If  you  have  not,  when  you  go  home  for  the  Christmas  holidays, 
dig  out  the  paper  and  put  it  in  your  traveling  bag  to  read  when 
you  return  to  teaching.  Don't  put  it  in  your  trunk  or  you  may 
forget  to  read  it.  Moreover,  don't  read  it  during  the  holidays, 
as  you  probably  need  the  vacation,  especially  plenty  of  outdoor 
recreation. 

After  you  have  tried  out  some  of  the  methods  described  in 
your  paper,  I  shall  be  glad  to  hear  from  you  concerning  your 
success. 

Perhaps  you  will  have  some  suggestions  concerning  the  way  in 
which  the  course  in  Methods  of  Teaching  might  have  been  made 
more  helpful  to  you. 

If  you  continue  to  teach,  I  suggest  that  you  choose  some  limited 
topic  or  phase  of  your  work  and  experiment  from  class  to  class  or 
year  to  year  with  it  until  you  have  worked  it  up  into  a  finished, 
artistic  piece  of  teaching.  Then  write  a  description  of  your  methods 
and  send  it  to  some  appropriate  journal,  such  as  the  English  Journal 
or  the  History  Teachers'  Magazine^  for  publication. 

With  best  wishes  for  a  pleasant  vacation  and  for  health,  happi- 
ness, and  success  as  a  teacher,  I  remain. 

Yours  sincerely 

Every  Professor  of  Fxiucation 

P.  S.  Put  this  letter  where  you  will  be  sure  to  notice  it  when 
you  go  home. 


E202      EXERCISES  FOR  METHODS  OF  TEACHING 

Follow-up  methods.  —  Follow-up  methods  which  are  used 
so  effectively  in  business  could  be  used  with  equal  success 
in  improving  high-school  teaching.  California,  which  sets 
so  many  good  examples  in  education,  not  only  requires  its 
high-school  teachers  to  be  professionally  trained  college 
graduates  with  one  year  of  additional  graduate  study  but 
also  has  a  plan  for  following  up  beginning  high-school 
teachers  and  inspecting  and  improving  their  work. 


EXERCISES   ON   CHAPTER  XVI 

SUPERVISED   STUDY 

More  fine  art  in  teaching. — As  in  the  case  of  provisions 
for  individual  differences  discussed  in  Chapter  XV,  the 
skilled  conduct  of  supervised  study  involves  very  artistic 
teaching.  In  some  subjects,  like  mathematics,  it  is  rela- 
tively easy  to  devise  and  master  a  technique  of  supervising 
study.  In  most  subjects,  however,  little  progress  has  been 
made  even  by  skilled  teachers  in  devising  a^id  defining  a 
technique  that  some  other  teacher  could  imitate.  Owing  to 
these  difficulties  it  is  well  to  avoid  spending  too  much  time 
on  this  chapter. 

Need  introduction  to  progressive  practice. — The  fact  that 
many  progressive  high  schools  now  include  supervised  study 
as  a  regular  part  of  each  teacher's  duties  makes  it  desir- 
able, however,  to  introduce  students  of  education  to  some  of 
the  problems  involved,  even  though  conclusive  answers  are 
lacking  to  many  of  these. 

The  discussion  is  arranged  under  the  following  headings  : 

Conditions  in  Home  Study. 

Statistical  Investigations. 

Organization  of  Supervised  Study. 

Favorable  Conditions  for  Study. 

Favorable  Habits  of  Study. 

Printed  Directions  for  Study. 

How  to  Assist  Pupils  when  they  are  Studying. 

Important  exercises.  —  Be  sure  to  assign  exercise  1 7 
(p.  E2o8),  and  discuss  it  briefly  when  assigning  it.  Exercise 
21  (p.  E2IO)  also  is  worthy  of  careful  study. 

E203 


K204      EXERCISES  FOR  METHODS  OF  TEACHING 

Conditions  in  Home  Study 

1.  Pupils  difficulties  in  studying.  —  To  what  extent  is 
the  following  incident  typical  of  high-school  pupils'  diffi- 
culties in  getting  their  lessons  ?  Explain  with  examples 
from  your  own  observation. 

An  honor  graduate  of  a  high  school  said,  "  In  my  first  year  of 
high  school  I  frequently  had  to  seek  assistance  from  my  former 
eighth-grade  teacher,  in  order  to  get  my  lessons  in  algebra  and 
Latin." 

2.  Influence  of  home  environmeiit .  —  (a)  Write  a  sentence 
which  states  the  facts  of  vertical  column  I  of  the  table  at  the 
top  of  page  396.  Begin  your  sentence  as  follows  :  *'  Of  the 
students  from  homes  of  first  rank,  75  per  cent  had ." 

(6)  Write  a  similar  sentence  for  column  III. 

(c)  Write  a  similar  sentence  for  the  first  horizontal 
row  of  the  table  at  the  bottom  of  page  396.  Begin  this 
sentence  as  follows  :  ''  Of  the  students  doing  assigned  home 
study ." 

{d)  Write  a  similar  sentence  for  the  second  horizontal 
row  in  the  lower  table. 

Statistical  Investigations 

3.  Validity  of  Breslich's  investigation. —  {a)  Show  how 
Breslich's  experiment,  described  on  pages  397-399,  has  the 
characteristics  of  a  scientific  investigation  as  described  on 
page  EI 2. 

(&)  Have  you  any  questions  or  doubts  concerning  the 
validity  of  his  technique  or  conclusio7is  ? 

4.  Amount  of  study  by  good  students. —  From  Reavis's 
(revis)  table  of  Latin  grades  at  the  bottom  of  page  399 
of  the  text,  what  general  statement  can  you  make  con- 
cerning the  amount  of  time  put  in  by  the  students  who 
make  the  best  grades  ?  (Omit  the  three  students  who  put 
in  no  time  but  made  A  and  AH-.    Why .?) 


SUPERVISED  STUDY  '  E205 

5.  Failures  in  a  Latin  class.  —  (a)  Make  a  rough  surface 
of  frequency  for  the  grades  in  the  table  on  page  399.  How 
is  the  distribution  pecuHar? 

(&)  Is  the  number  of  conditions  and  failures  justified  ? 
Explain. 

Organization  of  Supervised  Study 

6.  Periods  for  supervised  sttidy .  —  (a)  Show  how  a  teacher 
may  organize  supervised  study  with  ordinary  high-school 
periods. 

(&)  Why  do  some  high-school  principals  insist  on  a 
stated  division  of  each  teaching  period  into  (i)  recitation 
and  (2)  supervised  study  ? 

(c)  Would  this  division  be  necessary  for  you  ?    Why  ? 

Favorable  Conditions  for  Study 

7.  Examine  Frontispiece.  —  (a)  What  unfavorable  con- 
ditions for  study  are  shown  in  the  upper  picture  of  the 
Frontispiece  of  this  exercise  book  ? 

(&)  How  are  the  conditions  better  in  the  lower  picture  ? 

8.  Testimony  concerning  study  program,. —  Do  the  testi- 
monies on  page  405  sound  sincere  ?    Explain. 

Favorable  Habits  of  Study 

9.  Getting  started  to  study. —  (a)  Underline  the  most 
important  general  statements  for  a  teacher  in  the  quoted 
paragraph  by  Breslich,  on  page  406,  and  label  them  "  Exer- 
cise 9." 

(&)  Show  the  relation  between  Breslich's  paragraph  and 
the  discussion  of  general  attitudes  of  attention  given  at  the 
bottom  of  page  358. 

10.  Underlining. — In  the  directions  for  study  on  page  ei  5 
why  does  Parker  say  not  to  underline  whole  sentences  ? 
There  are  three  good  reasons. 


E2o6      EXERCISES  FOR  METHODS  OF  TEACHING 

11.  Individual  differences  in  study  habits.  —  {a)  Some 
superior  students  read  and  understand  so  rapidly  that  written 
outlining  retards  the  pace  of  their  studying.  Should  such 
persons  make  written  outlines  when  studying  ?    Explain. 

(&)  Do  any  of  Parker's  suggestions  for  study  given  on 
pages  EI 5  and  E25  seem  unfitted  to  your  own  mental  dis- 
position or  habits  of  study }    Explain. 

Printed  Directions  for  Study 

12.  Lewis  and  Hosics  directions  for  study.  —  In  the 
following  directions  for  studying  Lewis  and  Hosic's  ''  Prac- 
tical English,"  indicate  how  each  paragraph /^nz//^/j  (label  P) 
Parker's  discussion  or  supplements  (label  S)  by  adding  ideas 
not  discussed  in  the  text  or  exercises.  Make  a  memorandum 
of  the  corresponding  page  in  Parker  after  each  P  label. 

"1.  THE  USE  OF  this  TEXTBOOK 

"  Spend  one  study  period  in  examining  this  book.  Discover 
the  following: 

"  I.  The  purpose  it  is  meant  to  serve. 

"2.  The  manner  in  which  it  is  intended  to  be  used. 

"3.  What  parts  of  it  are  most  interesting. 

"  4.  In  what  ways  it  will  be  useful  to  you. 

"5.  Who  wrote  it,  and  when  and  by  whom  it  was  published. 

"6.  How  the  index  is  arranged. 

"7.  Whether  there  are  other  features  of  the  book  worth  con- 
sidering. 

"  Be  prepared  to  discuss  with  your  classmates  the  points  out- 
lined above.    In  discussion  try  to  be  clear  and  courteous. 

"  First  of  all,  learn  how  to  study." 

13.  Use  of  study  directions.  —  What  steps  would  high- 
school  teachers  have  to  take  to  make  printed  directions  for 
study  actually  affect  the  study  habits  of  high-school  pupils  t 

14.  Preferred  directions.  —  Which  set  of  directions  for 
study  do  you  prefer,  those  by  Reavis  on  pages  41 1-4 12  or 
those  on  pages  E207-E208  1   Why  ? 


SUPERVISED  STUDY  E207 

STUDY  HELPS   FOR  STUDENTS  1 

Prepared  by  the  Teachers  of  The  University  of 
Chicago  High  School 

The  habits  of  study  formed  in  school  are  of  greater  importance 
than  the  subjects  mastered.  The  following  suggestions,  if  carefully 
followed,  will  help  you  make  your  mind  an  efficient  tool.  Your 
daily  aim  should  be  to  learn  your  lesson  in  less  time,  or  to  learn  it 
better  in  the  same  time. 

1.  Make  out  a  definite  daily  program,  arranging  for  a  definite 
time  for  each  study.  You  will  thus  form  the  habit  of  concentrating 
your  thoughts  on  the  subject  at  that  time. 

2.  Provide  yourself  with  the  material  the  lesson  requires ;  have 
on  hand  textbook,  notebook,  maps,  ruler,  compass,  special  paper 
needed,  etc.  When  writing,  be  sure  to  have  the  light  from  the 
left  side. 

3.  Understand  the  lesson  assignment.  Learn  to  take  notes  on 
the  suggestions  given  by  the  teacher  when  the  lesson  is  assigned. 
Take  down  accurately  any  references  given  by  the  teacher.  Should 
a  reference  be  of  special  importance,  star  (*)  it  so  that  you  may 
readily  find  it.  Pick  out  the  important  topics  of  the  lesson  before 
beginning  your  study. 

4.  Learn  to  use  your  textbook,  as  it  will  help  you  to  use  other 
books.  Therefore  understand  the  purpose  of  such  devices  as  index, 
appendix,  footnotes,  maps,  illustrations,  vocabulary,  etc.,  and  use 
them  freely. 

5.  Do  not  lose  time  getting  ready  for  study.  Sit  down  and  begin 
to  work  at  once.  Concentrate  on  your  work ;  that  is,  put  your 
mind  on  it  and  let  nothing  disturb  you.    Have  the  will  to  learn. 

6.  As  a  rule  it  is  best  to  go  over  the  lesson  quickly,  then  to  go 
over  it  again  carefully ;  for  example,  before  beginning  to  solve 
a  problem  in  mathematics  read  it  through  and  be  sure  you  under- 
stand what  is  given  and  what  is  to  be  proved ;  in  translating 
a  foreign  language  read  the  passage  through  and  see  how  much 
you  can  understand  before  consulting  the  vocabulary. 

^  Copies  of  these  helps  maybe  secured  from  The  University  of  Chicago 
Press. 


E2o8     EXERCISES  FOR  METHODS  OF  TEACHING 

7.  Do  individual  study.  Learn  to  form  your  own  judgments, 
to  work  your  own  problems.    Individual  study  is  honest  study. 

8.  Try  to  put  the  facts  you  are  learning  into  practical  use  if 
possible.  Apply  them  to  present-day  conditions.  Illustrate  them 
in  terms  familiar  to  you. 

9.  Take  an  interest  in  the  subjects  taught  in  school.  Read  the 
corresponding  literature  in  your  school  library  or  home.  Talk  to 
your  parents  about  your  school  work.  Discuss  with  them  points 
that  interest  you. 

10.  Review  your  lessons  frequently.  If  there  were  points  you 
did  not  understand,  the  review  will  help  you  to  master  them. 

1 1 .  Prepare  each  lesson  every  day.  The  habit  of  meeting  each 
requirement  punctually  is  of  extreme  importance. 

Hov^  TO  Assist  Pupils  when  they  are  Studying 

15.  Circulating  teacher.  —  Which  is  better:  (i)  for  the 
teacher  to  circulate  among  the  pupils,  giving  help  in  turn, 
or  (2)  for  the  teacher  merely  to  respond  to  appeals  for  help } 
Explain. 

16.  Objective  evidence  of  pupiVs  thinking.  —  In  connec- 
tion with  the  discussion  on  page  412  describe  the  objective 
product  which  you  would  expect  to  see  in  determining  a 
pupil's  needs  for  suggestions  while  he  is  studying  some 
particular  assignment  in  each  of  the  following : 

Algebra  Composition 

Geometry  Physics 

Latin  Chemistry 

German  or  French  Literature 

17.  Assisting  pupils  in  analysis. — This  exercise  contains 
a  problem  from  arithmetic  or  algebra  which  practically  all 
college  students  can  understand. 

In  answering  the  exercise,  note  that  you  are  not  asked  to 
make  the  calculations.  It  is  necessary,  however,  for  you  to 
analyze  the  complicated  problem  in  its  larger  aspects. 


SUPERVISED  STUDY  E209 

In  your  analysis  determine  first  the  two  fundamental 
parts  of  the  problem.  Then  make  parallel  linear  diagrams  to 
represent  each  of  these  parts.  Then  indicate  on  the  diagrams 
distance,  rate,  and  time  as  known  or  unknown  quantities. 
In  order  to  answer  the  exercise  it  will  7iot  be  necessary  to 
carry  your  analysis  to  the  smallest  details. 

(a)  Write  out  five  suggestions  or  questions  which  you 
would  use  in  assisting  a  junior  high-school  pupil  to  analyse 
the  problem  printed  below.  Arrange  these  in  the  order  in 
which  you  would  expect  to  use  them. 

(b)  State  the  reasons  for  the  order  of  your  suggestions. 

(c)  Would  solving  the  problem  waste  a  pupil's  time.?  Why.? 
{d)  Would  analyzing  it  waste  his  time }    Why .? 

DATA   FOR  EXERCISE  17 

''John  left  Central  Square  at  9  a.m.,  riding  a  bicycle  whose 
wheels  were  each  30  inches  in  diameter,  and  rode  for  two  hours, 
pedalling  at  such  a  rate  as  to  make  ninety  revolutions  of  the  rear 
wheel  per  minute.  After  stopping  20  minutes  to  rest  he  continued, 
but  at  a  rate  only  two-thirds  as  fast.  Fred  started  from  Central 
Square  at  10  a.m.,  followed  the  same  route  as  John  for  one  hour, 
then  rode  a  mile  off  the  road  and  a  mile  back  again.  He  then 
continued  after  John.  His  wheel  was  so  geared  that  each  revolu- 
tion of  the  crank  shaft  carried  him  the  same  distance  as  a  wheel 
of  72  inches  diameter  would  carry  anyone  in  a  single  revolution. 
He  pedalled  throughout  at  such  a  rate  as  to  make  36  revolutions 
of  the  crank  shaft  per  minute.  How  far  behind  John  would  he  be 
at  12  o'clock?"  —  Thorndike,  "Principles  of  Teaching,"  p.  173. 

18.  General  plans  for  assignments.  —  (a)  From  the  quo- 
tations from  Breslich  on  pages  414-416  work  out  a  state- 
ment of  the  plan  which  you  would  follow  in  making 
assignments  for  the  unsupervised  part  of  the  studying  to 
be  done  by  pupils  in  your  special  subjects. 

(b)  What  additions  would  you  make  to  this  statement 
from  the  standpoint  of  the  chapter  on  interests} 


E2IO      EXERCISES  FOR  METHODS  OF  TEACHING 

19.  Solve  these  difficulties.  —  (a)  What  is  the  probable 
explanation  for  each  of  the  occurrences  described  below  ? 

(&)  What  steps  should  be  taken  to  remedy  the  difficulty  ? 
(c)  What  relation  do  they  bear  to  page  E203  ? 

(i)  In  one  supervised  study  class  the  children  merely  idled  and 
chewed  their  pencils  until  the  teacher  came  to  them ;  between 
suggestions  most  of  the  children  merely  fooled  away  their  time. 

(2)  An  algebra  teacher  had  about  half  the  class  around  her 
every  evening  after  school  asking  for  help  on  the  problems.  They 
were  not  satisfied  with  a  few  suggestions,  but  pretended  to  be 
ignorant  of  how  to  proceed ;  so  the  teacher  would  finally  work 
the  problems,  explaining  each  step.  Meanwhile  students  would  be 
copying  the  work,  and  giving  little  heed  to  the  explanation.  The 
next  day  these  students  would  have  the  problems  worked  out, 
but  often  could  not  explain  them. 

(3)  An  enthusiastic  high-school  principal  fresh  from  graduate 
courses  in  education  introduced  supervised  study.  His  teachers 
welcomed  it  heartily  as  a  relief  from  teaching,  and  the  schools 
soon  became  the  "  joke  "  of  that  region. 

(4)  An  experienced  high-school  principal  says,  "  In  many  cases 
teachers  use  the  supervised  study  periods  for  correcting  papers, 
reading  the  daily  paper,  or  visiting  each  other." 

20.  Home  study.  —  In  the  light  of  Parker's  chapter  and 
all  the  preceding  discussion,  describe,  with  reasons,  the 
amount  and  kind  of  home  study  which  you  believe  in. 

21.  Suggestive  example.  —  What  suggestions  for  tech- 
nique in  supervising  study,  particularly  for  utilizing  objective 
evidence,  do  you  derive  from  the  following  description,  by 
I.  M.  Allen,  of  the  experiences  of  a  boy  in  a  class  in  English 
composition. 

A   CONCRETE  ILLUSTRATION  FROM  THE  LABORATORY- 
RECITATION  PLAN  IN  ENGLISH   COMPOSITION 

Perhaps  the  best  way  to  illustrate  the  application  of  the  fore- 
going plan  would  be  actually  to  take  a  pupil  and  carry  him  through 
both  laboratory  and  recitation.   This  I  have  undertaken  to  do  with 


SUPERVISED  STUDY  e2I  I 

a  certain  pupil,  Robert,  who  prepares  his  oral-theme  outline  in 
laboratory,  recites  upon  the  same  in  his  recitation  group,  reduces 
the  same  to  writing  in  laboratory,  receiving  his  criticism  thereon 
and,  finally,  re-checks  his  written  theme  from  these  corrections. 
Ordinarily  such  a  process  would  extend  over  a  period  of  two 
days.  Here  Robert,  for  the  purpose  of  this  paper,  continued  his 
progress  through  laboratory  and  recitation  during  one  afternoon, 
much  to  the  loss  of  equilibrium  for  Robert,  as  he  so  declared  in 
recitation. 

A.   Laboratory  Assignment 

Plan  to  tell  orally  to  the  class  the  most  exciting  adventure  that 
has  happened  to  anyone  whom  you  personally  know. 

First  Outline  Submitted  by  Robert 

WEALTHY  FARMER   HAS   NEAR   ESCAPE   FROM    DEATH 

The  lead:  James  Branden,  a  wealthy  farmer  living  near 
Springfield,  was  saved  from  death  yesterday  when  he  leaped  to 
an  incoming  passenger  train. 

Situation :  Mr.  Branden  had  gone  to  town  on  business  and 
then  returned  home. 

Climax :  His  car  stopped  on  train  tracks  and  the  engine  refused 
to  work.    Passenger  train  neared  the  automobile  of  Branden. 

Denouement:  He  saved  his  life  by  springing  from  his  car  to 
the  engine  of  the  passenger  train. 

Laboratory  Teacher's  Criticisms  of  Outline 

T.  What  did  you  intend  this  first  line  for  ? 

P.  The  first  line  is  supposed  to  be  the  headline. 

T.  Do  you  see  any  mistake  in  grammar  1 

P.  Yes  —  near. 

T.  What  part  of  speech  is  near  1 

P.  Verb. 

T.  Is  it  used  there  as  a  verb  ?   How  is  it  used? 

P.  It  should  be  an  adverb.  • 

T.  What  does  it  modify  ? 

P.  In  this  sentence,  escape. 


E2I2      EXERCISES   FOR  METHODS  OF  TEACHING 

T.     What  part  of  speech  is  escaped 

P.    Noun. 

T.    What  do  you  call  a  word  that  modifies  a  noun  ?  • 

P.    An  adjective. 

T.    Near  is  what,  according  to  the  dictionary  ? 

P.    Near  means  close. 

T.    What  part  of  speech  is  near  ?  May  it  be  used  as  an  adjective  ? 

P.    It  probably  could. 

T.     Where  would  you  look  to  find  out?   Look  that  up. 

Pupil  consulted  dictionary  and  found  near  used  both  as  an 
adjective  and  an  adverb. 

T.     What  word  could  you  substitute  for  near  ? 

P.    Narrow. 

T.    Is  there  a  difference  between  the  two  ? 

P.    Yes.    Near  does  not  explain  so  much  as  the  word  narrow. 

T.  Your  lead  is  good.  Under  your  situation,  this  should  be, 
''  He  started  and  was  returning  to  his  residence.''^     Why  ? 

P.  Because  he  had  not  reached  his  home  when  this  happened. 
I  could  say,  "  Mr.  Branden  had  gone  to  town  on  business  and 
started  to  return  to  his  residence." 

[The  remaining  portions  of  an  extended  conference  are  omitted. 
—  Editors.] 


Outline  for  Second  Thriller  {^Prepared  in  Laboratory  by  Robert) 

WEALTHY  FARMER   HAS  NARROW  ESCAPE   FROM   DEATH 

The  lead :  James  Branden,  a  wealthy  farmer  living  near  Spring- 
field, was  saved  from  death  yesterday  when  he  leaped  from  his 
'automobile  to  the  engine  of  an  oncoming  passenger  train. 

Situation :  Mr.  Branden  had  gone  to  town  in  his  automobile  on 
business  and  then  started  to  return  to  his  residence. 

Climax :  His  car  stopped  on  the  railroad  tracks  and  the  engine 
refused  to  work.  The  passenger  train  neared  the  automobile  of 
Branden. 

Denouement :  He  saved  his  life  by  springing  from  his  car  to 
the  engine  of  the  passenger  train. 


SUPERVISED  STUDY  E213 

B.    Recitation 
(Robert  gives  oral  theme  in  recitation  group) 

A  SECOND  THRILLER 

James  Branden,  a  wealthy  farmer  living  near  Springfield,  yes- 
terday had  a  narrow  escape  from  being  killed.  He  was  coming  to 
town  in  his  car.  In  the  center  of  the  railroad  tracks  it  stopped. 
Mr.  Branden  tried  to  get  the  engine  to  work  by  means  of  the  self- 
starter.  He  could  not  move  it.  He  saw  a  passenger  train  approach- 
ing, but  waited  two  or  three  minutes  and  grabbed  a  hold  on  the 
engine.  Thus  he  was  saved  from  being  killed.  In  five  minutes 
the  train  stopped  and  he  regained  his  conscience.  Now  he  was 
taken  from  his  situation  unhurt. 

Class  Criticisms 

He  was  familiar  with  his  outline. 

He  followed  his  outline  well. 

It  was  good. 

It  held  us  in  suspense. 

T.    Another  criticism  to  show  its  good  points  ? 

He  had  a  good  lead. 

T.    Did  he  accomplish  his  purpose  ? 

The  thrill  was  all  right,  but  was  illogical.  He  saw  a  passenger 
train  and  waited  two  or  three  minutes  and  jumped  on  the  car  and 
in  five  minutes  the  passenger  train  stopped.  Rather  slow  for  a 
passenger  train. 

T.  What  about  the  situation  1  Was  that  clear  1  What  about 
the  denouement 'i 

P.    Those  were  clear. 

He  said,  "  regaining  his  conscience  "  (sense  or  consciousness). 

He  said,  "  git  and  grabbed  a  hold." 

He  said,  "  he  was  taken  from  his  situation  unhurt." 

He  said,  "  living  near  Springfield  yesterday." 

Change  of  verb  tenses.  Started  with  past  and  then  said  "  he 
now.  ..."  Incorrect  pronoun :  "  When  he  got  to  the  railroad 
track  it  stopped." 

Robert  :  I  had  to  go  so  slow  for  the  stenographer  to  get  it  that 
I  did  not  give  it  the  way  I  wanted  to. 


E2I4      EXERCISES  FOR  METHODS  OF  TEACHING 

A.    Robert's  Next  Laboratory  Exercise  —  Reduces  Oral 
Theme  to  Writing 

wealthy  farmer  has  narrow  escape  from  death 

James  Branden,  a  wealthy  farmer  living  near  Springfield,  was 
saved  from  death,  yesterday,  when  he  leaped  from  his  automobile 
to  the  engine  of  an  oncoming  passenger. 

Mr.  Branden  had  left  his  farm,  in  the  early  part,  in  his  automo- 
bile for  town  to  attend  to  some  business  and  had  now  started  to 
return  home  by  the  way  of  Cook  Street,  a  street  which  leads  to 
his  farm. 

When  his  car  reached  the  center  of  the  railroad  track  on  Third 
Street  it  stop.  He  tried  to  get  the  engine  to  work  by  pushing 
the  self-starter  with  his  foot,  but  it  would  not  work.  He  then 
started  to  get  out  of  his  car  to  examine  the  engine,  but  so  fright- 
ened, by  the  sight  of  an  oncoming  passenger  train  that  he  could 
not  move  hand  or  foot. 

Finally  he  regained  his  senses  and  saw  that  the  only  way  for 
him  to  save  his  life  was  to  jump.  Just  as  the  engine  of  the 
passenger  train  was  about  to  strike  his  car  he  sprang  from  his  seat 
to  a  rod  that  was  on  the  side  of  the  engine  and  held  there  till  the 
engine  came  to  a  stop. 

The  enginere  of  the  passenger  train  brought  the  engine  to  a 
stop  and  removed  Branden  from  his  place. 

It  was  found  that  Branden  received  no  injuries. 

Laboratory  Corrections  by  Robert 

1 .  A  comma  is  needed  here.  Rule.  Every  appositive  should  be 
set  off  by  a  comma. 

2.  Word  omitted,  train.    This  is  necessary  to  make  sense. 

3.  Words  omitted,  "of  the  day."  These  are  necessary  to  the 
sense. 

4.  Mistake  in  grammar.    I  should  use  the  past  tense,  stopped. 

5.  Word  omitted,  was.    It  is  needed  to  finish  the  verb. 

6.  A  new  paragraph  should  not  begin  here,  for  this  is  not  a  new 
thought.    It  belongs  with  the  sentence  that  precedes  it. 

7.  Mistake  in  spelling.    It  should  be  engineer. 


SUPERVISED  STUDY  E215 

Additional  Bibliography 

1.  Allen,  I.  M.  Experiments  in  Supervised  Study.  School 
Review,  June,*  19 17,  Vol.  XXV,  pp.  398-411.  The  best  sugges- 
tions of  actual  technique  of  supervising  study.  Quoted  in  part 
above. 

2.  Hall-Quest,  A.  L.  Supervised  Study.  (The  Macmillan 
Company,  19 16.)  A  very  useful  summary  of  all  phases  of  the 
problem  up  to  date  of  publication.   Contains  much  source  material. 

3.  LoGASA,  Hannah.  Some  Phases  of  Library-Study-Room 
Management.  School  Review,  May,  19 16,  Vol.  XXIV,  pp.  352- 
358.    By  an  expert  librarian  and  supervisor  of  study. 

4.  Merriman,  E.  D.  Technique  of  Supervised  Study.  School 
Review,  January,  1918,  Vol.  XXVI,  pp.  35-38.  Suggestions 
concerning  making  supervision  of  study  effective. 


EXERCISES  ON  CHAPTER  XVII 

THE  USE  OF  BOOKS 

Very  important.  —  The  topic  of  this  chapter  is  especially 
important  in  view  of  the  large  part  played  by  books  in 
teaching.    The  discussion  falls  under  four  heads. 

I.  Social  importance  of  the  use  of  reading  matter. 
II.  Profitable  use  of  textbooks. 

III.  Economical  use  of  prescribed  supplementary  reading. 

IV.  Library  investigations  and  reports. 

I.  Social  Importance  of  Reading 

1.  Reading  in  business.  —  Is  the  following  illustration 
typical  of  the  part  played  by  reading  by  executives  in 
business  life }    Explain. 

"  A  certain  very  successful  sales  manager  (a  director  of  a  hun- 
dred traveling  salesmen)  is  an  habitual  reader  of  books  on  scien- 
tific business  management  and  such  business  magazines  as  System 
From  these  he  gets  many  of  the  ideas  which  he  uses  in  improving 
his  organization  and  business." 

2.  Memorizing  in  professions.  —  Is  the  following  exam- 
ple typical  of  the  part  played  by  memorizing  material  from 
books  in  professional  activities }    Explain. 

"I  am  a  lawyer  thirty  years  of  age  and  probably  of  average 
memory,  but  I  find  that  when  the  trial  of  a  case  which  I  have  once 
prepared  on  is  delayed  for  a  few  weeks  or  months  I  forget  many 
of  the  details  of  both  the  facts  and  the  law,  and  have  to  review  the 
case  quite  fully  again.  I  also  have  considerable  difficulty  in  re- 
membering on  legal  propositions  whether  the  holding  is  one  way, 
or  just  the  other  way,  though  the  proposition  itself  I  can  remember 
well  enough," 

E2l6 


THE  USE  OF  BOOKS  E217 

3.  Memorizing  ideas.  —  What  distinctions  are  suggested 
by  the  term  "  memorizing  of  ideas  "  which  occurs  at  the  top 
of  page  421  ? 

II.   Textbooks 

4.  Cheyneys  preface.  —  What  sentence  on  page  422  is 
paralleled  by  the  quotation  from  the  preface  of  Cheyney's 
"  Short  History  of  England  "  given  above  on  page  ei  67. 

5.  Ttmneled  texts  in  education.  —  (a)  What  sentence  on 
page  422  of  Parker's  text  does  the  book  review  given  below 
illustrate  ? 

(h)  Name  a  textbook  on  education  or  the  textbook  to 
which  the  review  applies. 

"REVIEW  OF  BLANKEY'Si  TEXTBOOK  ON  EDUCATION 

"  By  Miss  Evelyn  Dudley 

"  An  unworthy  spirit  of  revenge  for  recent  mental  upheavals  has 
inspired  the  following  Sonnet :  On  First  Looking  Into  Blankey's 
Text-book  —  written  with  abject  apologies  to  Keats : 

"  Oft  have  I  sped  through  tunneled  mountain  height, 
Whose  shadows  first  allure,  then  grow  more  deep. 
As  rocky  cavern  walls,  high-arched  and  steep. 
Shut  out  the  living  gleams  of  gracious  light ; 
And  then  am  I  involved  in  blackest  night, 
With  horrid  noises,  heard  in  fevered  sleep ; 
Fantastic  figures  seem  to  leer  and  leap, 
Till  sunshine  breaks  again  upon  my  sight. 
Thus  Blankey  reads  —  enticing  at  the  start, 
With  promises  of  interest,  and  gain. 
And  understanding  of  the  teacher's  art  — 
Alas  that  such  fair  promise  should  be  vain  ! 
Yet  ere  I  close  the  book,  with  heavy  heart, 
I  glimpse  again  a  meaning,  clear  and  plain." 

1  In  order  to  disguise  the  author,  the  name  "  Blankey  "  is  used  here. 


E2i8      EXERCISES  FOR  METHODS  OF  TEACHING 

6.  Use  af  prescribed  texts.  —  As  a  rule,  beginning  teachers 
have  to  use  textbooks  prescribed  by  some  other  authority. 
For  a  teacher  in  such  a  position  what  are  the  two  most 
important  statements  concerning  textbooks  which  you  can 
find  in  this  chapter? 

7.  Cooperation  with  atithor.  —  (a)  What  does  the  heading 
of  this  exercise  suggest  to  you  ? 

(&)  What  paragraphs  in  Parker's  chapter  does  it  sum- 
marize ? 

8.  Interest  in  recitations.  —  (a)  Why  is  the  type  of  recita- 
tion described  in  the  third  sentence  on  page  425  more  hkely 
to  be  interesting  than  a  recitation  of  memorized  textbook 
material  ? 

(&)  To  what  instincts  does  the  former  appeal  ?  (See  list 
on  page  ei  77,  above.) 

9.  Exercises  on  meanings.  —  (a)  What  is  the  value  of 
such  exercises  as  the  following  in  providing  training  in  the 
use  of  books:  exercise  5  on  page  ei8,  referring  to  the 
force  of  the  word  "directly"  as  used  in  a  sentence,  and 
exercise  15  on  page  e88,  referring  to  the  force  of  the 
phrase  "  other  things  being  equal "  as  used  in  a  given 
sentence  ? 

(&)  In  what  subjects  in  high  schools  is  this  type  of 
training  most  emphasized  ? 

(c)  Could  it  be  provided  as  effectively  in  other  subjects  ? 
Explain. 

10.  Class  study  ;  sample  lesson.  —  What  specific  training 
in  the  use  of  books  is "  provided  in  the  history  lesson  on 
Minos  which  is  quoted  above,  on  pages  E159-E161  } 

11.  Evaluate  a  sample  recitation:  socialism. — (a)  Point 
out  two  good  features  of  the  following  lesson  from  the 
standpoint  of  Parker's  discussion  of  recitations  based  on 
assigned  readings  in  textbooks. 

(&)  Can  you  discover  any  weaknesses  in  the  lesson.? 
Explain. 


THE  USE  OF  BOOKS  E219 

LESSON  ON  SOCIALISM 

Topic.  —  Socialism. 

Class.  —  Mixture  of  high-school  juniors  and  seniors. 

Course.  —  Modern  history  not  a  course  in  civics. 
Assig?ied  textbook  reading.  —  Historical  accounts  of  socialism 
and  related  movements  in  Europe. 
Subtopics. 

1.  Definition  of  socialism. 

2.  Comparison  with  communism,  anarchy,  and  syndicalism. 

3.  State  socialism. 

4.  Why  socialism  has  not  made  more  progress  in  the  United 
States. 

5.  Weakness  of  socialism. 

Only  a  few  of  the  teacher's  questions  with  abbreviated  sug- 
gestions of  the  pupils'  answers  are  given. 

The  discussion  of  each  main  question  was  continued  until  the 
pupils'  ideas  were  made  more  nearly  correct.  In  later  lessons, 
after  more  reading,  their  ideas  were  further  refined.  Much  of 
the  discussion  is  omitted  here. 

I.    Recitation  on  Definitions  learned  in  Assigned 
Reading 

(i)  Teacher.    How  are  you  going  to  define  socialism  ? 

Pupit.  Socialism  is  that  state  or  condition  where  the 
government  controls  all  products  and  agencies  and  distribution 
of  such. 

(2)  T.  Would  it  be  a  socialistic  state  if  Germany  would  dis- 
tribute according  to  the  needs  of  the  people  ? 

P.  No.  It  would  be  a  communistic  form.  Socialistic  is  a 
popular  government  and  an  equal  division.  Communistic  property 
belongs  to  everybody  —  equal  ownership  —  everything  in  common. 
Socialistic  is  an  equal  division. 

(3)  T.    What  is  the  difference  between  socialism  and  communism  ? 
P.    Socialism  is  a  proportional  division,  communism  equal 

division.^ 


I 


^  The   discussion  of  socialism  versus  communism  was  continued  until 
the  pupils'  ideas  were  corrected. 


E220      EXERCISES  FOR  METHODS  OF  TEACHING 

(4)  T.    What  is  the  difference  between  socialism  and  anarchy  ? 
P.    Socialism  is  more  peaceful  —  anarchy  is  not  peaceful. 

Anarchy  implies  no  government,  no  ruler.     Socialism  believes  in 
government. 

(5 )  T.    What  are  the  syndicalists  ? 

P.  Those  that  believe  in  stopping  work  —  breaking  down 
machinery  —  to  destroy  property  to  make  capital  and  labor  equal. 

(6)  T.    Z)oes  it  make  capital  a?id  labor  equal  to  destroy  capital  ? 
P.    To  have  industry  you  must  have  capital  —  destroying 

only  makes  new  capital.^ 

(7)  T.    What  is  state  socialism  ? 

P.  That  the  state  should  own  all  property  —  be  leader  in 
all  action.    State  putting  in  operation  socialistic  ideas. 

(8)  T.    To  what  distance  has  state  socialism  gone  ? 

P.  Protection  of  labor — old-age  pensions  —  health  resorts 
—  accident  insurance  —  care  of  unemployed. 

II.    First  Problem  for  Critical  Class  Study;  not 
Answered  in  the  Assigned  Reading 

(9)  T.    Why  has  not  socialism  gained  a  greater  headway  in  the 
United  States  ? 

P.  No  class  distinction  —  more  competition  for  labor  — 
labor  unions  look  after  their  members  —  capitalists  contribute  to 
the  welfare  and  interests  of  their  employees. 

(10)  T.  Is  there  anything  in  the  American  form  of  government 
that  discourages  socialism  ? 

P.  Democratic  government  does  not  demand  it.  Class 
distinctions  are  lacking.^ 

(11)  T.  What  government  in  the  U?tited  States  would  be  called 
upon  to  put  into  effect  a  socialistic  prograin  ? 

P.    State  government. 

(12)  T.  What  effect  would  it  produce  if  the  state  of  Wisconsin 
adopted  old-age  pension  law  ?  o?ie  third  by  state,  one  third  by  labor, 
one  third  by  the  manufactories  ? 

P.  Manufactories  would  move  to  other  states  to  escape 
taxation. 

^  Discussion  of  syndicalism  continued  until  clearer  ideas  prevailed 
among  pupils.  ^  Further  critical  discussion. 


THE  USE  OF  BOOKS  E22I 

(13)  T.    What  effect  does  this  possibility  have  on  legislators  ? 

P.  Legislators  will  refuse  to  pass  laws  that  take  manu- 
factories out  of  the  state. 

(14)  T.    Why  does  n't  the  national  government  put  it  into  effect? 
P.    Not  all  want  it. 

III.    Second  Problem  for  Critical  Class  Study;  not 
Answered  in  Assigned  Reading 

(15)  T.  Is  there  anything  wrong  with  the  theory  of  socialism  ; 
namely,  the  state  has  control  and  distributes  according  to  what 
is  contributed? 

P.  There  would  appear  the  problem  of  worth.  Favoritism. 
The  question  of  fixing  a  man's  worth.  The  question  of  numbers 
involved,  and  other  things  to  attend  to. 

(16)  T.    Who  shall  set  the  value  of  the  individual? 
P.   The  state. 

(17)  T.  Who  is  the  state?  Who  is  to  determine?  {In  order  to 
be  fair  to  industries.    Impartial^ 

P.  Number  of  leaders  necessary.  Then  there  might  be 
unfairness. 

(18)  T.  What  would  you  do  with  the  person  that  refuses  to 
contribute  to  industry  ?  When  the  state  turns  him  off,  what  is  he 
to  do?^ 

III.    Supplementary  Reading 

12.  Laboratory  method  in  history,  —  (a)  What  paragraph  in 
Parker's  chapter  is  illustrated  by  the  scheme  described  below } 

(b)  How  much  of  the  scheme  is  practicable  in  a  small 
high  school  t 

(c)  What  steps  would  you  take  to  make  a  beginning  with  it } 

"  The  history  laboratory  is  well  equipped  with  large  tables,  maps, 
charts,  reference  books,  dictionaries  of  geography  and  biography, 
encyclopaedias,  bulletin  boards,  cabinets  with  relics,  etc.  Outsiders 
are  interested  in  lending  materials." 

1  For  the  next  lessons  further  readings  were  assigned  to  aid  in  clearing 
up  questions  which  had  arisen  during  the  discussion. 


E222      EXERCISES  FOR  METHODS  OF  TEACHING 

13.  Syllabus  methods.  —  Some  skilled  high-school  teachers 
artfully  combine  textbook  and  supplementary  reading  methods 
by  issuing  a  mimeographed  syllabus  which  parallels  the  text. 
This  contains  the  daily  text  assignments  plus  exact  page 
references  to  a  considerable  number  of  parallel  readings  on 
each  topic. 

(a)  If  you  used  this  method,  would  you  regard  the  parallel 
reading  primarily  as  supplementary  assignments  for  the  bright 
pupils  or  as  book  training  for  all}    Explain. 

(&)  How  would  your  methods  of  assignment  and  recitation 
vary,  depending  on  which  point  of  view  in  (a)  you  took  ? 

(c)  How  would  the  parallel  readings  be  worked  into  the" 
recitations  in  the  most  helpful  ways } 

IV.    Investigations  and  Special  Reports 

14.  Papers  for  women  s  clubs. —  (a)  What  sentence  on 
page  431  suggests  a  description  of  the  papers  commonly 
presented  in  women's  clubs  1 

(b)  Is  the  preparation  of  such  club  papers  sufficiently 
important  in  social  life  to  justify  training  girls  for  it  in 
high  schools  ?    Explain. 

(c)  What  bearing  does  the  term  ''continuation  education" 
have  on  this  exercise .? 

15.  Are  oral  reports  desirable? — After  reading  the  follow- 
ing quoted  opinions,  what  is  your  conclusion  concerning  the 
desirability  of  organizing  in  high  school  a  system  of  oral 
reports  by  pupils,  based  upon  investigations  as  described  on 
pages  428-435  ?  Include  in  your  conclusion  several  infer- 
e7ices,  preferably  07te  from,  each  of  the  opinions  quoted,  but 
rearranged  and  organized  as  a  unified  conclusion. 

(i)  A  noted  teacher  of  graduate  students  of  education  says,  "Oral 
reports  are  an  unmitigated  bore  for  all  concerned  —  the  student 
reporting,  the  class  and  the  teacher.  They  serve  no  useful  purpose 
and  the  time  should  be  used  to  better  advantage." 


THE  USE  OF  BOOKS  E223 

(2)  A  graduate  student  says,  "  I  received  more  benefit,  professor, 
from  the  seventy-five  hours  which  I  spent  in  preparing  my  report 
for  your  class  than  I  did  from  all  of  the  lectures  and  required 
readings  in  all  my  courses  this  term,  including  your  own." 

(3)  A  college  teacher  says,  "  In  the  high  school  which  I  attended, 
we  had  to  make  three-minute  reports  on  readings  regularly,  and  in 
our  graduating  year  had  to  deliver  three  eight-minute  talks  in  the 
school  assembly.  When  I  left  high  school,  I  made  short  talks  as 
a  matter  of  course.  In  college,  I  had  no  training  in  speaking, 
however;  I  lost  entirely  the  habits  which  I  developed  in  high  school." 

(4)  A  college  student  says,  "  My  public  speaking  course  is  the 
most  interesting  which  I  have  ever  taken,  because  I  hear  so  many 
matters  discussed  upon  which  I  am  uninformed  and  have  done 
little  or  no  reading." 

(5)  A  college  senior  writes, ''  In  high  school  I  took  three  subjects, 
history,  civics,  and  commercial  geography,  in  which  the  particular 
stunt  of  having  students  give  reports  was  tried  out.  Except  in  cases 
where  the  subject  was  exceedingly  interesting,  for  example,  just  how 
each  of  the  assassinated  presidents  met  death,  the  members  of  the 
class  lent  a  deaf  ear  to  the  report.  After  the  report  was  read,  the 
questions  about  it,  in  most  cases,  were  received  in  cold  silence." 

16.  Directions  for  oral  reports. —  (a)  State  the  probable 
reason  for  each  of  the  items  in  the  following  directions  for 
making  oral  reports  in  Parker's  graduate  classes. 

(6)  Write  between  the  lines  such  modifications  of  the 
directions  as  would  be  necessary  to  adapt  them  to  some 
scheme  for  oral  reports  which  you  would  plan  for  high- 
school  students. 


DIRECTIONS  TO   STUDENTS  FOR  MAKING  ORAL  REPORTS 

"  (i)  You  will  have  from  twenty-five  to  fifty  minutes  to  use  as 
effectively  and  profitably  as  possible.  The  time  is  yours ;  try  to 
make  the  best  of  it  for  the  benefit  of  the  class. 

"  (2)  Stop  gathering  material  at  least  one  week  (seven  days) 
before  your  report  is  due  in  order  to  have  time  to  get  it  organized 
and  ready  for  presentation. 


I 


E224      EXERCISES  FOR  METHODS  OF  TEACHING 

"  (3)  Rehearse  your  report  at  home  at  least  twice  in  order  to  time 
yourself  and  to  familiarize  yourself  with  its  organization  and  content. 

"  (4)  If  you  have  too  much  material,  do  not  plan  to  talk  rapidly 
to  get  it  all  in.  Cut  it  down  to  the  main  points  and  plan  to  make 
these  perfectly  clear. 

"  (5)  Avoid  long  introductions. 

"  (6)  Avoid  giving  too  much  detail  on  the  earlier  items  in  your 
report. 

"  (7)  Assume  that  students  are  familiar  with  the  textbook  and 
avoid  repeating  material  contained  in  it  except  as  an  explanatory 
review." 

17.  Distinguish  book  training  and  expression.  —  (a)  In 
the  scheme  for  reports  based  on  investigations  described  on 
page  428,  mark  with  B  the  parts  which  provide  training  in 
the  tise  of  books  and  with  Ex  the  parts  that  involve  training 
in  expression. 

(b)  Is  one  (B  or  £x)  possible  without  the  other  ?    Explain. 

(c)  Which  is  easier  to  administer  ? 

(d)  Would  the  use  or  omission  of  one  or  the  other  depend 
on  the  teacher  .?    Explain. 

18.  Conferences  for  reports.  —  What  light  does  the  teach- 
er's conference  with  Robert,  described  above,  on  page  e2  1 1 , 
throw  on  the  problems  suggested  in  the  next  to  last  para- 
graph on  page  428  .? 

19.  Individnal  differences.  —  (a)  How  effectively  does  the 
scheme  for  reports  on  special  topics  based  on  investigations 
provide  for  individual  differences.?    Explain. 

(&)  Show  the  relation  of  the  scheme  to  exercise  8  on 
page  EI 96. 

20.  Indexes.  —  (a)  What  is  Poole's  Index  and  how  is 
it  used  1 

(b)  What  other  indexes  are  there  which  serve  the  same 
purpose  as  Poole's  ? 

(c)  How  do  they  differ .? 

(d)  Would  these  indexes  be  useful  in  the  high  schools 
with  which  you  are  familiar  .?    Why .? 


THE  USE  OF  BOOKS  E225 

21.  Use  of  periodicals .  —  (a)  Which  is  easier  to  organize, 
training  in  the  use  of  bound  volumes  of  periodicals  or  in  the 
use  of  current  issues  ?    Explain. 

(&)  What  habits  are  formed  in  the  use  of  each  {bound  or 
curre7it)  which  are  not  formed  in  the  use  of  the  other } 

(c)  Examine  copies  of  the  Literary  Digest  and  the  Pop- 
ular Science  Monthly  and  name  the  high-school  courses  in 
which  they  might  be  used. 

{d)  Name  one  or  two  other  periodicals  which  might  fur- 
nish material  for  high-school  courses,  and  name  the  courses. 

22.  Making  bibliographical  notes.  —  To  illustrate  biblio- 
graphical descriptions  mentioned  on  page  431,  write  a 
descriptive  note  of  about  thirty  words  characterizing  Parker's 
chapter  on  the  use  of  books.    Hand  it  iii. 

23.  Summary  resolution.  —  Complete  the  following  sen- 
tences by  crossing  out  words  and  filling  in  blanks.  Read 
the  whole  through  first. 

"  I    think   the   scheme   of   special   reports   described  on 

f  impracticable"] 

\  difficult  !► 

L  valuable  J  f  forbid         ^ 

not  allow 
permit         )■ 
encourage 
reach  pupil  ^  |'   o^  t require       ^ 

\  ko   spend  ^  10  !►  hours   each   semester  pre- 

y  the  brighter  pupils  J  L  20  J 

/''««.§-j;*::::»;r:[report(s);     ther"j"''}of    actually 

y  I  ten-minute     J  ^  ^ 

r  dependent        "| 

presenting  the  report  orally  being  J  [.upon  my 

l^not  dependent  J 

r  I  day  ^ 

approval  of  a  well-organized  brief  submitted^  !►  before 

1^2  days  j 

the  report  is  due.    Pupils  who   are   exceedingly   weak   in 

r  be  excused         'I 

native    talent   for   oral   expression   will-j  S-from 

[  not  be  excused  j 


pages    428-434    is    soj  difficult          Khat    in    the    teaching 
of  , I  shall 


E226      EXERCISES  FOR  METHODS  OF  TEACHING 

presenting  their  reports  orally.    The  following  are  examples 

C  I. 

of  topics  for  such  reports :  " 


24.  Library  exercises.  —  What  specific  library  training  is 
provided  by  each  item  in  the  following  practice  exercise 
issued  by  the  librarian  of  The  University  of  Chicago  High 
School : 

LIBRARY  LESSON  2 

Practice  Work 
Name  of  pupil 
Name  of  English  teacher 

1.  Name  two  books  in  the  University  High  School  Library  by 

any  one  of  the  following  authors.   Use  the  card  catalogue  in  finding 

these  books. 

Rudyard  Kipling 

Henry  van  Dyke 

2.  Find  the  following  numbers  on  the  shelves  and  give  their 
author  and  title : 

589-95 
C7S 

821 
T31 

308 
F83 

3.  Name  one  book  on  each  of  the  following  subjects : 

Travel 

Biography 

Music 

Chemistry 

History 

4.  Suggest  a  subject  for  a  three-minute  talk  in  English.  Desig- 
nate whether  you  found  the  material  on  the  subject  in  books, 
magazines,  or  in  both. 


THE  USE  OF  BOOKS  E227 

LIBRARY  LESSON  3 

Practice  Work 
Name  of  pupil 
Name  of  English  teacher 

1.  Define  the  following  words: 

Ambiguous 
Obsolete 

2.  In  how  many  dictionaries  can  you  find  the  word  "  dictograph  " ? 

3.  Suggest  a  subject  for  a  debate.  Where  did  you  find  material 
on  the  subject  ? 

4.  Find  an  article  on  one  of  the  following  subjects.    Give  name 

of  the  subject  chosen  and  name  of  encyclopedia  in  which  you  found 

the  subject.  ^^  .       .       .  „,  . 

•'  University  of  Chicago 

Renaissance 

Child  Labor 

Life  of  Sir  Walter  Scott 

5.  Suggest  a  subject  for  a  theme  in  English  in  connection  with 
the  courses  you  are  taking  in  any  of  the  following  subjects : 

Mathematics 

General  Science 

German 

French 

Latin 

Shop 

Drawing 

Library 

Gymnasium 

25.  Library-study-room  management.  —  Do  you  think  the 
following  rules  for  governing  a  library  study-room  in  high 
school  are  too  severe }    Explain. 

(i)  Do  not  admit  late  pupils  without  an  excuse  from  the  office 
or  the  teacher  who  detained  them. 

(2)  Do  not  excuse  pupils  from  the  room  without  giving  them 
a  transfer. 


E228      EXERCISES  FOR  METHODS  OF  TEACHING 

(3)  Pupils  are  not  to  speak  to  each  other  without  the  permission 
of  the  teacher  in  charge. 

(4)  Pupils  are  to  enter  the  library  quietly,  take  their  seats,  and 
go  to  work. 

(5)  Insist  yx^oxi  profitable  use  of  library  time. 

(6)  Reserve  books  are  not  to  be  taken  from  the  library  until 
3  P-M. 

Additional  Bibliography 

1.  Hopkins,  Florence  M.  Reference  Guides  that  Should  Be 
Known  and  How  to  Use  Them.  (Willard  Co.,  Detroit,  19 16, 
187  pp.,  $1.50.)  A  manual  for  the  bibliographical  instruction  of 
the  layman.  "  Includes  chapters  on  all  the  necessary  subjects 
from  the  make-up  of  a  printed  book  to  the  methods  of  obtaining 
public  documents.  Exercises  are  given  for  each  variety  of  source 
taken  up.  Some  idea  of  the  range  of  this  manual  may  be  gained 
from  a  sketch  of  the  topics  of  the  contents  :  parts  of  a  book  ;  con- 
cordances ;  atlases ;  dictionaries ;  encyclopedias ;  library  classifica- 
tion ;  indexes  to  magazine  articles ;  year-books,  and  so  on.  Heartily 
recommended  to  every  high-school  and  college  librarian  concerned 
with  the  teaching  of  classes  in  library  methods  "  {School  Review 
book  note). 

2.  Magazine  study.  The  following  periodicals  issue  directions 
to  guide  teachers  in  using  the  periodicals  in  their  classes.  Some- 
times the  directions  appear  in  the  current  issue  and  sometimes 
they  are  sent  separately. 

Literary  Digest  Current  Events 

Independent  Popular  Science  Monthly 

Outlook  Country  Gentleman 
Review  of  Reviews 

Write  the  publishers  for  information  concerning  subscription 
arrangements  for  classes. 


EXERCISES  ON  CHAPTER  XVIII 

CONVERSATIONAL  METHODS 

An  easy  but  practical  chapter.  —  This  is  one  of  the 
easiest  chapters  in  the  book.  From  the  standpoint  of  in- 
tellectual difficulty  there  is  very  little  to  it  as  compared 
with  the  other  chapters.  The  practical  issues  raised,  how- 
ever, are  of  sufficient  importance  to  justify  spending  an 
hour  in  discussing  it.  For  this  purpose  a  few  easy  practical 
exercises  are  provided  and  a  special  assignment  to  give 
some  further  training  in  lesson-planning. 

Special  assignment.  Outline  a  conversational  lesson. — 
Select  some  topic  which  might  be  taught  by  a  conversational 
lesson  in  high  school.  Suggestions  for  topics  may  be  secured 
from  high-school  lessons  observed,  textbooks,  college  courses 
dealing  with  high-school  subjects,  and  from  the  lessons  on 
"work"  and  "participles"  on  pages  E102  and  E104. 

Write  an  original  outline  of  a  conversational  lesson  on 
the  topic  under  the  three  headings  given  below  : 

(I)  Pertinent  information  which  the  high-school  pupils 
might  be  expected  to  possess. 

(II)  Principal  points  of  information  that  the  teacher  w^ovSA. 
contribute. 

(III)  Exact  wording  of  the  five  principal  questions  which 
the  teacher  would  ask. 

Length  and  form  of  paper. —  The  paper  should  not  be 
more  than  two  theme  pages  in  length.  Arrange  it  under 
headings  (I),  (II),  and  (III)  described  above,  with  about  five 
items  under  each  heading.  Number  the  items.  Hand  it  in 
on  — ^  (date). 

E229 


■ 


E230      EXERCISES  FOR  METHODS  OF  TEACHING 

1.  hi  yoiLv  own  teaching. — Are  conversational  methods 
likely  to  play  a  large  part  in  your  own  teaching  ?    Explain. 

2.  Co7iversational  versus  textbook  methods.  —  (a)  Judging 
by  the  quotation  from  Harris  on  page  438,  which  type  of 
teaching  requires  more  self-confidence  on  the  part  of  the 
teacher,  conversational  methods  or  textbook  methods  ? 

(&)  Do  you  agree  with  this  inference  ?    Why  ? 

(c)  Which  calls  for  greater  skilly  good  conversational 
teaching  or  good  textbook  teaching  of  the  type  described 
in  the  third  sentence  on  page  425  ?    Why? 

3.  Information  by  teacher. —  (a)  In  the  lesson  on  the 
British  Isles  quoted  on  pages  439-440,  underline  the  state- 
ments in  which  the  teacher  gives  the  pupils  information 
directly. 

(b)  How  many  items  of  information  does  he  give  ? 

4.  Encouraging  voluntary  discussioiis.  —  How  could  a 
teacher  stimulate  and  encourage  pupils  to  ask  questions  suit- 
able for  discussion  without  getting  the  reputation  of  being 
an  "  easy  teacher,"  as  described  at  the  bottom  of  page  445  ? 

5.  Teacher  in  ignorance. — When  a  discussion  arises  in 
which  the  teacher  himself  is  ignorant  of  the  truth,  as  de- 
scribed at  the  bottom  of  page  446,  what  should  he  do  ? 

6.  Waste  in  Socratic  lesson.  —  From  the  standpoint  of 
training  in  correct  grammatical  usage^  why  is  the  Socratic 
lesson  quoted  on  pages  443-445  a  particularly  vicious  waste 
of  time  ? 

7.  Art  in  participle  lesson. —  From  the  standpoint  of  this 
chapter,  why  does  the  lesson  on  participles  printed  above,  on 
pages  EI 04 -EI  14,  rank  as  fine  art  in  teaching?  Give  two 
or  three  reasons. 

8.  Conversational  assignment. — Imagine  yourself  a  teacher 
of  this  course  on  methods  of  teaching.  Prepare  two  or  three 
questions  which  you  would  ask  in  introducing  this  chapter 
by  a  conversational  assignment  as  described  at  the  bottom  of 
page  447.    Write  out  and  hand  in. 


CONVERSATIONAL  METHODS  E231 

9.  Possibilities  and  dangers.  —  In  your  own  plans  for 
teaching,  which  type  of  suggestions  in  this  chapter  would 
prove  more  useful  to  you,  those  which  suggest  dangers  to 
be  avoided  or  those  which  suggest  new  possibilities  to  be 
realized  "i    Explain. 

10.  Late  textbooks.  —  What  suggestions  do  you  derive 
from  this  chapter  concerning  the  utilization  of  class  periods 
when  supplies  of  textbooks  are  late  in  arriving^  as  often 
happens  in  small  towns? 


CHAPTER  Q 

FINAL  EXAMINATION  ON  SELECTED  PARTS 

Purpose  and  weight.  Based  on  coherent  system  and  i^o 
pages.  —  The  culmination  of  reducing  the  course  to  a  usable 
system  and  fixing  in  each  student's  mind  the  parts  he  should 
remember  and  apply  is  a  final  examination  on  carefully 
selected  material.  This  material  should  consist  of  two  parts : 
(i)  the  systematic  outline  of  the  course  sketched  on  pages 
E156-E157,  above,  and  (2)  such  pages  of  the  text  as  contain 
ideas  or  practical  suggestions  which  the  student  should 
actually  use  when  teaching.  The  selection  of  these  pages  pro- 
vides for  the  throwing  overboard  of  those  parts  of  the  text 
which  are  largely  argumentative  or  explanatory  in  character 
and  which  have  served  their  purpose  after  they  have  de- 
veloped certain  general  ideas  or  attitudes  in  the  students. 

Announce  in  time  for  distributed  reviews.  —  The  scope 
of  the  final  examination  should  be  announced  a  week  or 
ten  days  before  the  end  of  the  course,  to  give  the  students 
time  for  several  reviews  at  intervals  of  a  day  or  more. 

Severity  and  weight.  —  The  final  examination  on  the 
selected  parts  should  be  sufficiently  severe  to  stimulate  the 
students  to  careful  review,  but  in  determining  the  average 
grade  for  the  course  it  should  not  count  more  than  two 
weekly  tests. 

Weekly  tests  to  the  e^td.  —  In  order  to  stimulate  serious 
study  of  all  of  the  material  up  to  the  end  of  the  book,  the 
weekly  tests  should  continue  through  the  last  week  of  reci- 
tations, or  the  last  chapters  should  be  included  in  complete 
form  in  the  scope  of  the  final  examination. 

E232 


EXAMINATION  ON  SELECTED  PARTS        E233 

Assignment  for  the  final  examination. — The  final  exam- 
ination will  be  based  on  (i)  the  system  of  ideas  represented 
in  the  outUne  on  pages  E156-E157  above  and  on  (2)  the 
pages  of  the  text  assigned  below.  Both  of  these  should  be 
studied  so  carefully  that  students  will  remember  them  defi- 
nitely for  at  least  six  months  and  easily  relearn  them  at  any 
time  in  the  future.  Provisions  for  differences  in  interests 
are  made  in  the  alternative  assignment  near  the  end  of 
the  list  below. 

Topics  and  Pages  for  Final  Examination 

I.  Scielice  versus  opinion.    Quotation,  pp.  502-505 
II.  Broadening  purposes  of  high-school  teaching.   What 
teachers  are  for,  p.  12  ;  liberal  education,  pp.  13- 
15  ;  formula  of  aims,  pp.  16-23 

III.  Economy  in  classroom  management,  pp.  31-48 

IV.  Selection  and  arrangement  of  subject  matter,  Chap- 

ter IV.    Review  the  headlines  sufficiently  to  learn 
the  four  main  ideas  thoroughly;  omit  details 
V.  Learning  processes 

A.  Types  of  learning,  pp.  96-97 

1.  Acquiring  motor  skill.    Omit  entirely 

2.  Associating  symbols  and  meanings.   See  alter- 

native assignments,  below 

Drill;  on  real  processes,  pp.  158-160 

3.  Reflective  thinking 

(ci)  Dewey's  description,  pp.  183-184 
ib)  Summary  of  guiding  problem-solving ; 
be  able  to  explain  and  illustrate  each 
point  briefly,  pp.  199-200 
{c)  Summary     of     learning     abstractions, 
p.  225  (p.  226  in  some  editions) 

4.  Habits  of  harmless  enjoyment.    See  alterna- 

tive assignments,  below 

5.  Training  in  expression,  pp.  280-290 


E234      EXERCISES  FOR  METHODS  OF  TEACHING 

B.  General  aspects  of  learning 

1 .  Self-activity,  p.  297  (top  paragraph) 

2.  Apperception,  pp.  303-312 

3.  Age  influences.    Omit  entirely 

4.  Interests ;  instincts  used,  pp.  348-360 

5.  Differences  in  capacity,  three  factors  in  special 

seat  work,  pp.  385-387 

6.  Supervised  study,  technique  of,  pp.  402-416 
VI.  Sources  of  subject  matter 

1 .  Books ;  texts  and  supplementary  reading,  pp.42 1- 

428  (top) 

2.  Conversational  methods,  legitimate  uses,  pp.  447- 

448 

3.  Laboratory  methods.  See  alternative  assignments^ 

below 
VII.  Questioning  and  testing 

Technique    of    questioning,    pp.  467-474 ;    routine 
testing,  pp.  493-502 

In  the  exercise  book.  —  Study  all  of  the  chapter  entitled 
"The  Last  Word,"  pp.  E251-E257. 

Alternative    assignments.  —  In    addition    to    the    pages 
assigned  above,  choose  one  of  the  following  assignments : 
{a)  Learning  a  foreign  vocabulary,  pp.  122-140 
(b)  Enjoyment  of  reading,  pp.  242-244,  250-266 
ic)  Laboratory  methods,  pp.  449-463 

Factors  to  be  tested.  —  Some  of  the  questions  in  the 
final  examination  may  be  so  phrased  as  to  test  not  only  the 
student's  knowledge  of  the  facts  and  principles  included  in 
the  above  assignments  but  also  his  ability  to  use  these  as  is 
done  in  the  exercises.  For  the  latter  purpose  the  questions 
should  provide  data  from  real  teaching  situations,  and  set 
problems  calling  for  judgment  in  applying  specific  principles 
studied  in  the  review. 


EXERCISES  ON  CHAPTER  XIX 

LABORATORY  METHODS 

Adapt  discussion  to  interests  and  technical  training.  — 

Difficulty  arises  in  teaching  this  chapter  owing  to  the  fact 
that  often  only  a  few  of  the  students  in  the  method  course 
expect  to  teach  science  or  are  well  prepared  in  science. 
From  his  knowledge  of  the  registration  in  his  class,  the 
instructor  should  carefully  determine  just  how  much  empha- 
sis to  give  this  chapter  and  which  exercises  to  assign. 

1.  History  of  laboratory  work.  —  (a)  Judging  from  the 
quotation  at  the  bottom  of  page  450,  would  you  expect  the 
technique  of  laboratory  teaching  to  be  as  well  developed  as 
the  technique  of  teaching  Latin  or  algebra  ?    Explain. 

(6)  Make  a  similar  comparison  between  laboratory  teaching 
and  forming  habits  of  enjoying  literature. 

(c)  Make  a  similar  comparison  between  laboratory  teach- 
ing and  the  use  of  problem-solving  methods  in  the  social 
sciences. 

2.  Aims  of  laboratory  work.  —  (a)  Which  statement  of 
the  aims  or  purposes  of  laboratory  work  do  you  prefer,  the 
one  given  by  Parker  on  pages  449-450  or  the  one  quoted 
in  paragraph  i  at  the  bottom  of  page  452  .?    Why } 

(6)  What  is  the  force  of  the  word  ''  some "  in  para- 
graph 4  on  page  454 .?  (Compare  the  last  sentence  in 
paragraph  7.) 

3.  Qualitative  versus  quantitative  physics.  —  (a)  Does 
the  quotation  on  pages  455-456  seem  to  oppose  all  meas- 
urement work  in  elementary  physics  or  only  certain  kinds  t 
Explain. 

E23S 


E236      EXERCISES  FOR  METHODS  OF  TEACHING 

(b)  Review  the  quotation  on  page  71  and  give  two  or 
three  other  examples  of  physical  phenomena  in  which  the 
study  of  the  qualitative  facts  by  experimentation  could  easily 
and  profitably  be  emphasized.  (For  suggestions  examine 
the  topics  on  page  87.) 

4.  Skill  versus  thought.  —  (a)  Which  type  of  drawing  is 
more  helpful  in  studying  botany  and  zoology :  ( i )  pictorial, 
representative,  photo-like  drawing  or  (2)  analytic-diagrammatic 
drawing  ?    Explain. 

(6)  Which  type  of  drawing  requires  greater  artistic  skill } 
Explain. 

(c)  Which  requires  greater  scientific  thinking  ?    Explain. 
{d)  Is  this  exercise  a  fair  illustration  of  the  discussion  on 

page  458  .?    Explain. 

5.  Laboratory  aspect  of  work  of  scientists. —  How  do  the 
Kepler  example  (pp.  180-182)  apd  the  Newton  example 
(pp.  196-197)  help  you  to  understand  the  paragraph  con- 
cerning the  following  of  recipes  at  the  bottom  of  page  459  .-^ 

6.  Practical  ma7i  versus  scientist. — (a)  In  what  different 
ways  would  the  following  persons  tend  to  regard  the  educa- 
tional value  of  laboratory  work  1    Why  } 

(1)  The  so-called  practical-minded  schoolman  who  believes  in 
industrial  training. 

(2)  Professor  Michelson,  granted  the  Nobel  prize  for  eminence 
in  scientific  research  (quoted  on  page  7 1  of  the  text). 

(6)  Which  one  is  more  likely  to  be  correct }    Why  ? 

(c)  If  you  desire  to  know  how  easily  even  such  a  well- 
informed  man  as  Francis  Bacon  may  misunderstand  scientific 
method,  read  pages  11 8-1 19  of  S.  C.  Parker's  ''History 
of  Modern  Elementary  Education." 

7.  Students'  interests  and  scientific  method.  — Which  view 
of  laboratory  work  suggested  in  exercise  6  (a)  would  coin- 
cide best  with  the  utilization  of  the  interests  of  high-school 
pupils  ?  (Review  exercise  24,  p.  E48,  and  exercises  3  and  4, 
p.  EI 78,  above,  on  practical  versus  theoretical  interests.) 


LABORATORY  METHODS  .       E237 

8.  Discovery  of  scientific  laws. —  Show  the  relation  between 
the  discussions  indicated  below.  Make  a  memorandum 
after  each  item,  showing  its  essential  point,  also  a  memo- 
randum of  the  general  relation  which  you  discover  between 
the  items. 

(i)  Page  460,  second  paragraph,  first  sentence. 

(2)  Page  454,  paragraph  7. 

(3)  Exercise  18,  p.  E89,  above,  entitled  "Geometer's  sagacity." 

9.  Apperception  ;  abstractions. —  State  how  the  quotation 
beginning  on  page  460  illustrates  the  following : 

(i)  The  principle  of  apperception.  (Review  pp.  300-312, 
headlines.) 

(2)  The  principles  of  teaching  abstract  ideas  (p.  E97). 

10.  Verification.  This  is  a  hard  one.  Try  it. — We  have 
had  the  idea  of  verification  before  us  for  discussion  in 
three  connections  : 

First,  in  the  quotation  2^o\iX  scientific  method  on  page  504, 
the  opening  sentence  and  also  the  second  sentence  from 
the  bottom. 

Second,  xxv  problem-solving,  pages  196-198. 

Third,  in  laboratory  methods,  page  454,  paragraph  7 
("prove  the  law"),  and  page  461,  last  line. 

(a)  What  differences  in  the  use  of  the  term  (or  in  the 
ideas  of  verification)  appear  to  you  in  these  three  discussions  t 

(b)  Would  any  one  of  the  types  of  verification  described 
enter  into  the  pupils'  solution  of  the  laboratory  problems 
suggested  at  the  top  of  page  462  ?    Explain. 

11.  Sample  assignment. — Wherein  does  the  teacher's  art 
consist  in  the  following  example.-* 

The  laboratory  exercise  for  a  physics  class  has  this  title :  "  When 
one  cubic  foot  of  the  gas  produced  by  your  home  company  is 
burned,  how  much  heat  is  produced  by  the  combustion  ? " 

Before  taking  up  the  exercise  the  teacher  reads  a  clipping  from 
a  newspaper  which  begins  as  follows : 


E238      EXERCISES  FOR  METHODS  OF  TEACHING 

HEATING  POWER  OF  CHICAGO'S  GAS 

"  Consumers  of  gas  in  Chicago  have  been  informed  by  Alder- 
man Merriam  that  the  Peoples  Gas  Light  and  Coke  Con^any 
is  preparing  to  'wash  out'  some  of  the  extra  heating  efficiency 
from  the  commercial  product  which  it  sends  through  its  meters  to 
cook  the  dinners  of  this  big  community  and  otherwise  add  to  the 
comfort  of  the  citizens.  The  local  public  should  take  an  interest 
in  this  announcement  for  more  reasons  than  one." 

12.  Evaluate  a  laboratory  lesson. —  Read  rapidly  the  fol- 
lowing laboratory  lesson  prepared  by  T.  R.  Wilkins  of  The 
University  of  Chicago  High  School.  Point  out  two  good 
qualities  of  the  lesson,  preferably  in  terms  of  Parker's 
chapter  or  the  class  discussion. 

"A  STUDY   OF   MUSICAL  SCALES 

"  You  have  found  in  Experiment  41  that  there  is  a  definite 
relation  between  the  length  of  a  stretched  string  and  the  note 
produced.    In  stringed  instruments  like  the  violin,  banjo,  mandolin, 

h 


JU  ^ 


Figure  86 


guitar,  etc.  the  different  notes  of  the  scale  are  produced  by  pressing 
the  finger  at  certain  definite  points  on  the  string,  thus  permitting 
different  lengths  of  the  string  to  vibrate.  Just  how  much  must  the 
string  be  shortened  to  get  the  ordinary  major  scale  ? 

"  Procedure 

"  A.  Place  enough  tension  on  the  wire  of  apparatus  (figure  86) 
to  get  a  definite  tone.  Then  by  shifting  the  bridge,  determine  the 
lengths  of  the  wire  which  give  the  tones  of  the  ordinary  scale,  — 
do,  re,  mi,  fa,  sol,  la,  si,  do. 


LABORATORY  METHODS 


E239 


"^.  Change  the  tension  of  the  wire  slightly  and  determine 
another  set  of  positions. 

"  C.  Change  the  bridge  to  get  a  new  do  and  find  a  new  set  of 
positions. 

''  Calculations.  With  the  data  in  A,  use  the  law  which  you  found 
in  Experiment  41  to  calculate  the  relative  frequencies  of  the  notes 
of  the  scale. 

"  Record  of  Data 


do 

re 

mi 

fa 

sol 

la 

si 

do 

Length 

Relative  lengths 

Relative  frequencies 

'^  I.  From  the  relative  frequencies  of  your  three  trials,  how  are 
the  relative  frequencies  of  the  scale  affected  by  change  of  pitch 
of  do  obtained  "i 

"  (a)  by  change  of  tension .? 

"  (b)  by  change  of  length  ? 

"  2.  The  notes  do,  mi,  sol  when  sounded  together  are  called  the 
major  chord.  Careful  measurements  give  these  notes  the  relative 
frequencies  4,  5,  and  6.   How  do  these  compare  with  your  results  ? 

"3.  The  whole  scale  which  you  have  determined  is  called  the 
major  scale.  It  is  made  up  of  three  major  chords.  Can  you  find 
them  from  your  data .? 

"4.  With  the  help  of  question  2,  make  a  table  of  vibration 
frequencies  for  an  octave  starting  with  C  =  256. 

"5.  Make  a  similar  table  for  an  octave  starting  with  G. 

"  The  Tempered  Scale 

"  If  all  music  were  written  in  the  scale  of  C,  the  major  scale 
would  suffice.  If  G  is  taken  as  do,  as  in  5,  it  will  be  found  that 
six  of  the  above  notes  in  each  octave  can  be  used  in  this  new  key, 
but  that  two  additional  ones  are  required,  and  to  build  up  scales 


E240      EXERCISES  FOR  METHODS  OF  TEACHING 

in  all  keys  would  necessitate  about  fifty  notes  in  each  octave.  To 
avoid  this  difficulty,  Bach  (1685-1750)  invented  the  'tempered 
scale'  in  which  the  octave  is  divided  into  twelve  equal  intervals. 
(The  interval  between  two  notes  is  defined  as  the  ratio  of  their 
vibration  numbers.)  Thus  on  the  piano  the  '  interval '  between 
each  two  of  the  twelve  notes  placed  in  the  octave  is  not  far 
from  If.    It  is  exactly  the  twelfth  root  of  2. 

"  6.  Five  black  keys  are  placed  with  eight  white  keys  to  give 
the  required  intervals.  What  was  the  ratio  :  between  B  and  C,  and 
E  and  F  on  the  major  scale.'*  Why  then  was  it  not  necessary  to 
place  black  keys  between  these  ? 

"7.  By  consulting  the  text,  find  the  values  for  C  in  the  3  pitches 
Scientific,  International,  and  Concert. 

"  The  sections  of  the  text  dealing  with  this  work  are  pp.  ;^;^  i-333- 
These  are  to  be  read  by  next  class  day." 

Additional  Bibliography 

Popular  science.  —  The  Popular  Science  Monthly  issues  sugges- 
tions for  science  lessons  based  on  articles  in  the  magazine.  These 
link  up  laboratory  work  with  everyday  affairs  very  effectively. 
Address  the  publishers  of  the  magazine,  asking  to  be  placed  on 
their  mailing  list  for  lessons. 


EXERCISES  ON  CHAPTER  XX 

THE  ART  OF  QUESTIONING 

Another  easy  chapter.  —  Like  the  chapter  on  conversa- 
tional methods,  there  are  few  intellectual  difficulties  in  this 
chapter.  There  are  five  or  six  simple  points  which  the 
following  exercises  may  emphasize. 

1.  Related  discussions.  —  How  does  the  discussion  on 
pages  467-468  make  application  of  each  of  the  following } 

(a)  Part  of  Chapter  IV,  on  subject  matter .? 

(b)  The  principles  of  apperception  discussed  on  pages 
300-3 1 2  .? 

(c)  Chapter  XV,  on  differences  in  capacity  ? 

(d)  Chapter  XI,  on  expression  ? 

2.  Marking  answers  in  recitations.  —  (a)  Would  the  prac- 
tice of  entering  a  grade  for  each  pupil  when  he  has  finished 
reciting  be  considered  helpful  or  pernicious  in  view  of  the 
discussion  on  pages  466-467  ?    Explain. 

(&)  Evaluate  the  practice  described  in  (a)  in  view  of  the 
black-type  headline  on  page  468. 

3.  Order  in  drill  questions.  —  Would  the  paragraph  be- 
ginning line  9,  page  469,  apply  to  rapid-drill  questioning .? 
Explain.  (Compare  the  technique  described  in  exercise  11, 
pp.  E77-E78,  for  the  use  of  drill  cards.) 

4.  Pursuing  and  assisting  individuals.  —  Would  the 
paragraph  at  the  middle  of  page  470  lose  all  its  force  if 
there  were  no  periods  of  supervised  study  ?    Explain. 

5.  Pace  in  participle  lesson.  —  (fl)  Is  the  lesson  on  par- 
ticiples reported  on  pages  E104-EI14  primarily  one  in 
reflective  thinking  or  drill  t     Explain. 

E241 


E242      EXERCISES  FOR  METHODS  OF  TEACHING 

(&)  How  many  minutes  did  it  last  ? 

(c)  How  many  questions  did  the  teacher  ask  ? 

(d)  Do  you  conclude  that  the  pace  was  correct  or  not? 
Explain. 

6.  Violations  in  sample  lesson.  —  What  specific  cautions 
in  this  chapter  concerning  good  questioning  are  violated  in 
the  following : 

{a)  In  the  lesson  on  "  The  Lady  of  the  Lake,"  quoted 
above,  on  pages  E163-E164? 

(6)  In  the  lesson  on  Minos,  pages  E159-E161  ? 


EXERCISES  ON  CHAPTER  XXI 
PRACTICE  TEACHING  AND  LESSON-PLANNING 

For  guidance  in  practice  teaching.  —  Most  of  this  chapter 
is  intended  for  practical  guidance  in  actually  organizing  prac- 
tice teaching,  rather  than  for  class  discussions.  Moreover, 
the  part  which  deals  with  lesson  plans  has  been  utilized  in 
connection  with  earlier  assignments.  (See  above,  pp.  EI15, 
EI 30.)  Consequently  only  a  few  exercises  are  provided  for 
discussion. 

In  answering  the  exercises  each  student  should  think  of 
himself  as  the  practice  teacher. 

1.  Knowledge  of  subject  matter.  —  (a)  If  you  had  to  begin 
to  teach  six  high-school  classes  different  material  (for  exam- 
ple, algebra,  geometry,  trigonometry,  beginning  Latin,  Caesar, 
and  English  composition)  to-morrow,  how  far  ahead  of  them 
in  the  textbooks  would  you  be  able  to  keep  in  your 
preparation  t 

(b)  Would  it  be  possible  to  carry  out  many  of  the  ideals 
of  teaching  presented  in  Parker's  book  ?    Explain. 

(c)  If  you  had  to  undertake  superior  practice  teaching  of 
the  recitation  type  described  on  pages  424-425,  with  one 
class,  how  many  hours  would  it  take  you  to  prepare  yourself 
in  the  subject  matter  for  each  day .? 

(<f)  Would  the  type  of  preparation  and  training  secured  in 
(c)  be  of  any  benefit  in  the  situation  described  in  (a) .?  Why } 

2.  Practice  in  routine  phases.  —  (a)  What  are  some  of 
the  easy  routine  phases  of  classroom  procedure  to  which  a 
practice  teacher  might  be  early  and  easily  introduced  1 

(b)  What  would  be  the  psychological  advantage  to  the 
practice  teacher  in  such  an  introduction? 

E243 


E244      EXERCISES  FOR  METHODS  OF  TEACHING 

3.  Which  judgment  aspects  ?  —  In  initiating  a  practice 
teacher,  after  having  provided  for  adequate  knowledge  of 
subject  matter  and  training  in  certain  routine  matters,  what 
would  be  one  of  the  first  judgment  factors  to  be  emphasized 
in  his  teaching?  (See  pp.  27  and  476  of  the  text  for 
meaning  of  judgment  factors.) 

4.  Ten  minutes  of  teaching. —  (a)  Would  it  be  feasible 
in  your  subject  to  permit  a  practice  teacher  to  teach  only 
ten  or  fifteen  minutes  in  a  period  ?    Explain. 

(&)  What  would  be  the  advantages  of  initiating  a  practice 
teacher  by  this  method  t 

5.  Planning  lessons;  Herbartiaft  steps.  —  (a)  In  the 
lesson  on  participles  (pp.  E104-EI14,  above)  indicate  ap- 
proximately where  each  of  the  Herbartian  formal  steps 
seems  to  begin. 

(&)  Do  the  steps  seem  to  serve  a  useful  purpose  in  this 
lesson  ?    Explain. 

(c)  To  what  extent  do  the  steps  appear  in  the  "  wOrk  " 
lesson  on  pages  e  102- 103,  above.? 

{d)  Do  any  of  the  steps  appear  in  the  '*  Marmion  "  lesson 
on  pages  ei 31-136,  above? 

(e)  Which  step  is  emphasized  in  exercise  22,  on  pages 
E172-E173,  above,  about  the  goldfinch? 

(/)  Give  a  summary  conclusion  concerning  the  use  of 
the  Herbartian  formal  steps  in  organizing  lessons. 

6.  Plans ;  separation  of  subject  matter  and  method.  — 
Is  the  separation  of  subject  matter  and  method  in  planning 
lessons  (see  p.  482)  desirable  — 

(a)  For  a  conscientious,  experienced,  skilled  teacher? 
Why? 

(&)  For  an  inexperienced  lazy  teacher  ?    Why  ? 
(c)  For  yourself  as  a  teacher  ?    Why  ? 

7.  Reports  on  teachers.  —  Would  the  report  outlined  on 
page  490  be  of  any  practical  value  to  you  as  a  regular 
beginning  high-school  teacher  ?    Explain. 


EXERCISES  ON   CHAPTER  XXII 

MEASURING  THE  RESULTS   OF  TEACHING 

Large  practical  value.  —  The  topic  of  this  chapter  is  of 
large  practical  importance  to  all  teachers.     The  discussion 
falls  under  three  main  headings  ;  namely  : 
I.  Value  of  tests  and  examinations. 
II.  Technique  of  giving  routine  tests  or  quizzes. 
III.  Scientific  measurement  of  results. 

I.   Value  of  Tests  and  Examinations 

1.  Tests  improve  recitations.  —  How  may  frequent  written 
tests  improve  recitations  1  (Several  answers  may  be  inferred 
from  pages  493-494.) 

2.  Tests  as  stimulus. —  Do  you  consider  written  tests  a 
vicious,  unnatural  form  of  stimulus,  unlike  the  stimuli  of 
social  life }    Explain. 

3.  Tests  as  trai^iing. —  Explain  the  following  statement: 
Written  tests  in  some  subjects  provide  one  of  the  best 
forms  of  training  for  business  correspondence. 

4.  Written  tests;  varied  testimony.  —  (fl)  Which  testi- 
mony concerning  the  value  of  frequent  written  tests  would 
you  accept  as  most  valid,  that  of  college  students  and  alumni 
reported  in  the  investigation  summarized  at  the  bottom  of 
page  495  or  the  opinions  of  teachers  who  oppose  the 
practice }    Explain. 

(6)  Would  your  conclusions  from  (a)  apply  with  equal 
weight  to  high-school  teaching  t    Explain. 

5.  Memory  tests  as  diagnosis  of  ability.  —  (a)  Does  care- 
ful observation  of  your  fellow  students  bear  out  this  statement : 

E245 


E246      EXERCISES  FOR  METHODS  OF  TEACHING 

"  Students  who  rank  high  in  their  ability  to  understand  lessons  in 
history  and  science,  and  to  do  independent  study  in  these  lines,  also 
rank  high  in  memory  tests  on  material  which  they  study  carefully." 

(6)  Would  you  conclude  that  tests  of  what  is  remembered 
by  students  from  their  preparation  would  be  sufficient  for 
purposes  of  stimulus  and  diagnosis  ?    Explain. 

II.   Technique  of  Routine  Tests  and  Quizzes 

6.  Surprise  tests.  —  (a)  Which  one  of  the  following  ideas, 
(i)  or  (2),  carries  greatest  weight  with  you }    Explain. 

(i)  Owing  to  the  nervous  strain  entailed,  surprise  tests  should 
be  avoided,  and  tests  should  be  given  regularly  on  certain  days ; 
for  example,  every  Monday. 

(2)  In  order  to  stimulate  students  to  prepare  their  lessons  every 
day,  the  practice  of  giving  a  test  atiy  day  should  prevail. 

(&)  Is  your  answer  influenced  by  your  own  temperament } 
Explain. 

(c)  What  bearing  does  the  chapter  on  supervised  study 
have  on  your  answer.?    (See  p.  416,  middle  paragraph.) 

7.  Too  long  for  the  brightest.  —  Which  of  the  following 
factors  carries  greatest  weight  with  you  in  determining  the 
amount  of  time  given  to  students  to  finish  a  test  1    Explain. ^ 

(i)  The  desirability  of  securing  a  rigorous,  comparative,  scientific 
measure  of  the  relative  abilities  of  pupils,  as  suggested  on  pages 
496-497  of  the  text. 

(2)  The  desirability  of  establishing  a  more  complacent  mental 
condition  during  tests,  as  suggested  on  page  E23  of  the  exercise  book. 

8.  Final  examinations ;  nature  and  weight. —  (a)  Sum- 
marize the  suggestions  for  tests  and  final  examinations 
recommended  in  the  exercise  book  by  Parker  for  this 
course.    (See  above,  pp.  E23,  ex 98,  ex 99,  E232.) 

1  The  author  had  nervous  exhaustion  in  the  interval  between  the  publi- 
cation of  pages  496-497  and  page  E23. 


MEASURING  THE  RESULTS  OF  TEACHING     E247 

(b)  Evaluate  his  scheme. 

(c)  Would  you  apply  it  in  your  own  teaching  in  high 
school  ?    Why  ? 

(d)  In  the  light  of  this  scheme,  what  objection  is  there 
to  excusing  afij/  pupils  from  final  examinations  ? 

9.  Grading  questions  separately.  —  Show  how  the  grading 
of  each  question  separately  in  discussion  papers  (as  recom- 
mended on  pages  500-501)  contributes  to  mental  economy 
for  the  teacher  as  well  as  more  rigorous  grading. 

10.  Evaluate  questions  on  Parkers  chapter.  —  Discuss  the 
advisability  of  using  each  of  the  following  questions  in  a 
written  test  on  Parker's  chapter  on  Measuring  Results. 
(Consider  (a)  fairness,  (6)  whether  too  minute  or  too 
general,  (c)  encouraging  cramming  of  mere  words  instead 
of  ideas,  id)  possibility  of  bluffing,  (e)  requiring  use  of  judg- 
ment by  pupil,  (/)  testing  pupils'  ability  to  apply  the  ideas, 
and  other  features.) 

SAMPLE  QUESTIONS   FOR  EXERCISE  10 

(i)  Discuss  methods  of  grading  papers. 

(2)  Describe  the  method  of  grading  papers  by  relative  position. 

(3)  Show  how  written  tests  improve  recitations. 

(4)  What  does  Parker  say  concerning  difficulties  in  measuring 
habits  of  enjoyment  ? 

(5)  What  are  the  characteristics  of  scientific  judgments  or 
methods  according  to  Thomdike? 

(6)  Complete  the  following  sentence :  "The  progress  in  a  science 
of  education  is  shown  by  the  following  facts  concerning  the  meet- 
ings of  school  superintendents  in  19 12  and  fifteen  years  earlier." 

11.  Evaluate  questiofts  on  composition. —  (a)  What  phases 
of  the  student's  study  and  progress  (as  given  by  Parker  on 
page  498)  are  tested  by  each  of  the  following  questions  on 
English  composition } 

(b)  Evaluate  each  question  in  the  light  of  Parker's  dis- 
cussion. 


E248      EXERCISES  FOR  METHODS  OF  TEACHING 

SAMPLE  QUESTIONS   FOR  EXERCISE  11 

(i)  Define  unity,  coherence,  and  emphasis. 

(2)  Explain  how  you  would  give  a  paragraph  proper  emphasis. 

(3)  Complete  the  following  sentence  :  "  There  are  three  distinct 
devices  used  by  good  writers  to  weld  together  their  sentences,  after 
they  have  been  properly  arranged.    These  are " 

(4)  (a)  Write  a  paragraph  on  the  following  topics : 

''  The  referee's  decisions  in  yesterday's  game  were  impartial, 
though  at  times  erroneous." 

"  The  appearance  of  the  automobile  has  been  greatly 

improved  in  the  latest  model," 

(p)  Which  of  the  following  plans  of  ordering  your  material  did 
you  use :  time  order,  space  order,  climax  ? 

(c)  Point  out  any  of  the  following  devices  you  may  have  used 
to  give  your  paragraph  coherence,  naming  and  classifying  each 
device  :  repetition  of  word  or  phrase,  conjunction,  relative  pronoun 
or  adjective,  demonstrative. 

12.  Evaluate  questions  on  literature. —  In  the  following 
list  of  questions  label  with  M  the  four  that  would  have 
most  value  in  testing  a  class  in  literature  and  with  L  the 
two  v^hich  would  have  least  value.  Explain  your  choice  in 
the  light  of  Parker's  chapter. 

SAMPLE  QUESTIONS   FOR  EXERCISE  12 

(i)  Give  the  main  outline  of  the  plot  of  "  Ivanhoe,"  and  briefly 
describe  the  important  characters. 

(2)  What  can  you  say  of  the  style  of  Milton's  "  Comus  " } 

(3)  Of  all  the  dramas,  stories,  and  poems  studied  this  term, 
which  do  you  like  best,  and  why  ? 

(4)  Make  a  drawing,  no  matter  how  crude,  of  the  picture 
Tennyson's  "  Break,  Break,  Break  "  presents  to  your  imagination. 

(5)  If  we  were  to  dramatize  "  The  Lady  of  the  Lake,"  what 
part  would  you  prefer  to  play,  and  why  ? 

(6)  Suppose  you  are  a  magazine  editor.  Someone  has  sent 
you  the  manuscript  of  "  Silas  Marner."  You  decide  to  publish 
this  story  serially  in  your  paper.  Mention  several  points  at  which 
you  would  have  your  installments  end. 


MEASURING  THE  RESULTS  OF  TEACHING     E249 

(7)  Define  and  explain  the  following  terms  :  target ;  claymore  ; 
ducats;  Rialto;  " upon  the  hip " ;  "speak  me  fair  to  death." 

(8)  Suppose  we  are  going  to  put  on  the  play  "  Macbeth." 
We  must  design  a  costume  for  Lady  Macbeth  which  not  only  fits 
into  the  period  historically  but  which  at  the  same  time  will  suggest 
or  typify  the  character  of  the  woman.   What  shall  we  have  her  wear  ? 

(9)  Write  a  character  sketch  of  King  Duncan. 

(10)  You  have  been  asked  to  commit  five  lines  of  verse  to 
memory.  Give  the  lines  and  tell  why  you  chose  those  particular  ones. 

13.  Final  examination  questions  in  this  course. —  Do  you 
approve  of  the  scheme  described  below  for  the  final  exami- 
nation questions  in  this  course  t    Explain. 

For  a  rigorous  examination  one  instructor  divides  the  questions 
into  three  sets  and  allows  the  students  a  limited  time  on  each  set. 
(i)  The  first  set  asks  for  detailed  information  from  the  text;  for 
example,  "  Describe  the  spirit  of  discipline  in  the  Jesuit  schools." 
(2)  The  second  set  asks  for  fundamental  principles  of  teaching ; 
for  example,  "  Describe  and  explain  the  fundamental  principles  to 
be  observed  in  teaching  new  abstract  ideas."  (3)  The  third  set  pro- 
vides practical  problems  with  data  as  in  exercises  1 1  and  1 2  above. 

III.    Scientific  Measurement  of  Results 

14.  Thorndike  and  Aye rs. —  What  points  are  there  in 
common  between  the  quotations  from  Thorndike  on  pages 
502-503  and  Ayers  on  pages  504-505  t  Underline  the 
statements  that  contain  common  ideas  and  label  Ex.  14. 

15.  Science  and  opinion  in  Parker  s  text.  —  (a)  Indicate 
roughly  the  topics  and  total  number  of  pages  in  Parker's 
text  which  would  be  classed  as  scientific  according  to  the 
definition  on  page  504. 

(&)  What  per  cent  of  the  book  remains  as  opinion  ? 

(c)  What  portions  of  the  scientific  part  are  both  conclu- 
sive and  practical}    Indicate  pages  and  topics. 

{d)  What  portions  of  the  scientific  part  are  merely  sug- 
gestive^ but  not  conclusive  or  practical } 


E250      EXERCISES  FOR  METHODS  OF  TEACHING 

> 

16.  Summary ;  an  educational  creed.  —  Read  Parker's 
educational  creed  described  at  the  bottom  of  page  viii  of 
the  preface  and  outlined  below,  then  answer  the  following : 

(a)  Can  any  one  of  the  main  ideas  be  dispensed  with  in 
a  well-balanced  system  of  education  ?    Explain. 

(6)  Can  you  add  any  fundamental  idea  concerning  teach- 
ing which  is  not  provided  for  under  one  of  these  headings  ? 

(c)  Why  are  the  authors  and  references  given  below  ? 


Fundamental  Educational  Ideas 

Emphasized  by 

I.  All  instruction  should  be  radically  adapted  to 
contemporary  social  needs,  scientifically  ascertained. 

Spencer  ^ 
Dewey  2 

2.  Methods  of  teaching  should  be  based  on  sound 
principles  of  modern  scientific  psychology. 

Dewey  ^ 

Thorndike* 

Judd^ 

3.  Principles    of    scientific    business    management 
should  be  applied  to  all  teaching. 

Bobbitt « 
Bagley ' 

References.  —  ^  Education.    ^  School  and   Society.    ^  How  We  Think. 

*  Educational     Psychology.      ^  Psychology     of     High-School     Subjects. 

*  "  Supervision  of  City  Schools,"  Twelfth  Yearbook  of  the  National  Society 
for  the  Study  of  Education.   "^  Classroom  Management. 

Additional  Bibliography 

RuGG,  H.  O.,  and  Clark,  J.  R.  Standardized  Tests  and  the 
Improvement  of  Teaching  in  First-Year  Algebra.  School  Review, 
February  and  March,  19 17,  Vol.  XXV,  pp.  1 13-132,  196-213. 
Final  report  of  a  long  investigation  to  determine  standards  of 
efficiency  in  algebraical  processes. 


CHAPTER  R 

THE  LAST  WORD 
Public  Service  and  the  Gospel  of  Recreation 

Purpose.  —  The  purpose  of  this  chapter  is  to  show 
teachers  the  way  to  greatest  social  service  through  special- 
ization in  teaching,  maintenance  of  many-sided  interests  in 
life,  and  practice  of  the  gospel  of  recreation. 

Service.  Teachers  are  important  public-service  agents.  — 
The  social  service  of  a  teacher  is  one  of  the  most  direct 
and  far-reaching  forms  of  public  service.  Service  in  public 
schools  ranks  in  importance  with  the  work  of  the  statesman 
and  the  soldier.  The  large  possibilities  of  teaching  in  deter- 
mining the  character  of  a  people  is  strikingly  illustrated  in 
the  Hohenzollern  schools  of  Prussia.  With  single-minded 
purpose  the  able  Prussian  despots,  Frederick  the  Great  and 
his  father  and  descendants,  set  out  to  make  Prussia  for  the 
Hohenzollerns  a  powerful  state.  They  established  public 
schools  everywhere,  that  they  might  have  agencies  to  train 
the  people  to  believe  in  their  rulers  and  support  them. 
They  required  the  teaching  of  religion  and  national  history 
so  as  to  glorify  the  divinely  inspired  (.?)  Hohenzollern 
family.  The  great  European  war  demonstrated  their  suc- 
cess in  developing  a  unified  people  with  thorough  confi- 
dence in  its  despotic  leaders  and  ready  to  follow  them  to 
any  end. 

There  are  similar  possibilities  of  large  influence  through 
education  in  any  state.  In  America  the  recognition  of  the 
importance  of  public  education  is  attested  by  the  enormous 
sums  voted  by  public  authorities  for  schools  and  teachers. 

E251 


E252      EXERCISES  FOR  METHODS  OF  TEACHING 

Hence,  he  who  teaches  well  subjects  that  are  clearly  adapted 
to  contemporary  social  needs  may  rest  assured  that  his 
services  are  of  large,  direct,  social  value  to  the  state. 

Specialization.  Specialized  expert  service  the  most  effi- 
cient and  helpful.  —  Developments  in  modern  science  and 
in  business  practice  have  demonstrated  clearly  that  the  most 
efificient  service  comes  through  specialization.  Hence  a 
teacher  to  be  of  greatest  service  should  specialize  upon 
a  sufficiently  narrow  field  to  become  an  expert  in  it.  To  the 
extent  that  he  falls  short  of  expertness  he  fails  to  achieve 
the  greatest  service.  To  become  an  expert  in  the  teaching 
of  any  one  high-school  subject  necessitates  years  of  study  of 
its  special  problems  and  practice  in  solving  them.  In  view 
of  this  fact  it  is  not  desirable  or  necessary  to  spend  time 
or  energy  on  other  forms  of  social  service.  The  efficient 
public-service  teacher  may  easily  satisfy  his  social-service 
conscience  through  his  specialized  teaching  services. 

Perso7ial  achieveme^tt  grozvs  from  specialized  service.  — 
Such  specialized  efficiency  contributes  not  only  the  greatest 
social  service  but  also  contributes  to  the  greatest  individual 
achievement.  One  of  the  most  tangible  forms  of  such 
achievement  is  published  textbook  material.  The  practical 
accomplishment  of  most  great  educational  reforms  has  de- 
pended upon  the  publication  of  good  textbooks.  Such  text- 
books are  being  written  more  and  more  frequently  by 
high-school  teachers.  Any  expert  teacher  may  easily  pre- 
pare small  amounts  of  material  for  publication,  and  eventu- 
ally larger  volumes.  Expertness  and  publications  easily 
secure  public  recognition  and  promotion  to  higher  positions. 

Expert  teaching  service  necessitates  broad  acqiiainta^ice 
with  life.  —  In  order  that  the  specialized  teacher  of  any 
one  subject  may  adapt  his  instruction  to  the  varied  needs 
of  the  heterogeneous  group  of  boys  and  girls  that  now 
attend  high  schools,  it  is  necessary  that  he  have  wide 
acquaintance  with  ordinary  life  so  that  he  may  find  many 


THE  LAST  WORD  E253 

points  of  contact  in  his  subject.  The  modern  high  school 
in  all  departments  is  closely  related  to  daily  life,  and  in 
each  subject  the  same  close  relationship  should  prevail. 

Become  a  spectator  of  life  in  many  situations.  —  In 
order  to  achieve  this  broad  acquaintance  with  life  the 
teacher  should  be  an  observer  of  people  in  many  different 
situations.  There  may  be  direct  observations  of  life  in 
cities,  towns,  and  rural  districts,  in  shops,  stores,  and 
offices,  in  the  homes  of  business  men,  mechanics,  and 
stenographers,  of  people  at  work  and  play  in  all  walks  of 
life  except  the  vicious  and  immoral ;  or  there  may  be  indi- 
rect observations  in  stories,  the  movies,  the  spoken  drama, 
and  the  accounts  of  affairs  in  newspapers  and  periodicals. 

The  term  "  spectator "  is  used  to  suggest  that  the 
teacher  is  not  a  responsible  agent  or  serious  stndent  in 
these  situations,  but  merely  an  interested  observer.  The 
responsibilities  of  merely  teaching  are  sufficient  for  most 
persons.  Additional  responsibilities  will  probably  detract 
from  their  efficiency  as  teachers  and  thus  detract  from 
their  service  to  the  public  or  the  state. 

Fitness.  Keep  yourself  fit  for  service.  —  In  order  to  give 
the  greatest  service  the  teacher  should  keep  himself  physi- 
cally and  rnentally  fit  for  service.  An  excellent  lesson  Jn 
this  regard  may  be  gained  from  the  training  and  discipline 
of  an  army.  Here,  in  modern  training  camps,  a  very  defi- 
nite physical  and  moral  discipline  is  practiced  which  keeps 
each  soldier  thoroughly  fit  for  the  public  service  he  is  to 
perform.  Ideally,  a  similar  system  of  keeping  teachers  fit 
should  be  organized.  Unfortunately  the  opposite  practice 
usually  prevails,  and  public-school  authorities  often  make 
their  teachers  unfit  through  the  many'  and  heavy  duties 
imposed  upon  them.  This  condition  makes  it  especially 
important,  however,  that  each  individual  understand  his 
physical  and  recreational  needs  and  learn  to  live  so  as  to 
keep  himself  fit  for  the  best  service. 


E254      EXERCISES  FOR  METHODS  OF  TEACHING 

Physical  fitness  through  diet,  exercise,  and  sleep.  —  Every 
teacher  should  have  learned  from  his  studies  in  physiology 
and  hygiene  to  understand  the  needs  of  his  body  for  nourish- 
ment and  recuperation.  In  simple  terms,  he  may  think  of 
his  food  as  providing  materials  for  building  up  his  body 
and  the  fuel  for  the  energy  which  he  uses  in  his  work. 
He  may  think  of  exercise  as  securing  thorough  increased 
circnlation  of  the  blood  and  increased  respiration.  These 
carry  the  upbuilding  substances  and  fuel  to  the  various  parts 
of  the  body  where  they  are  needed,  and  carry  away  the  waste 
products  of  activity.  He  may  think  of  sleep  as  a  period 
during  which  the  charges  in  his  storage  batteries  of  energy 
are  renewed  and  during  which  the  very  happy  and  useful 
process  of  forgetting  may  go  on  —  since  complete  forgetting 
of  many  of  our  experiences  is  one  of  the  greatest  aids  to 
mental  health.  For  excellent  nontechnical  advice  concerning 
health,  all  teachers  should  read  "  How  to  Live,"  by  I.  Fisher 
and  E.  L.  Fiske,  published  by  Funk  and  Wagnalls  under 
the  auspices  of  a  national  organization  for  improving  health. 

Preserve  proper  emotional  tone.  —  Since  the  emotional 
tone  of  the  teacher  has  such  a  profound  influence  upon 
his  pupils'  responses,  it  becomes  one  of  the  largest  factors 
in  one's  fitness  for  service.  The  cotitinnoits  physical  regen- 
eration and  forgetting  described  above  contribute  enor- 
mously to  the  maintenance  of  proper  emotional  tone  and 
are  sufficient  for  this  purpose  in  the  case  of  certain  sturdy, 
phlegmatic  teachers  with  callous  consciences  and  meager 
emotions.  Most  teachers,  however,  have  tender  consciences 
and  need  a  definite  recreational  program  in  order  to  assist 
in  the  process  of  forgetting  their  responsibilities. 

Recreation.  Practice  the  gospel  of  recreation.  —  The  need 
for  distraction  from  one's  responsible  interests  was  empha- 
sized by  William  James,  in  1899,  in  his  "  Talks  to  Teachers," 
in  a  famous  chapter  called  The  Gospel  of  Relaxation.  In 
it  he  said  : 


THE  LAST  WORD  E255 

"  The  need  of  feeling  responsible  all  the  livelong  day  has 
been  preached  long  enough  in  our  New  England.  Long  enough 
exclusively,  at  any  rate,  —  and  long  enough  to  the  female  sex. 
What  our  girl-students  and  woman-teachers  most  need  nowadays 
is  not  the  exacerbation,  but  rather  the  toning-down  of  their  moral 
tensions.  Even  now  I  fear  that  some  one  of  my  fair  hearers  may 
be  making  an  undying  resolve  to  become  strenuously  relaxed, 
cost  what  it  will,  for  the  remainder  of  her  life.  It  is  needless  to 
say  that  this  is  not  the  way  to  do  it.  The  way  to  do  it,  para- 
doxical as  it  may  seem,  is  genuinely  not  to  care  whether  you  are 
doing  it  or  not.  Then,  possibly,  by  the  grace  of  God,  you  may  all 
at  once  find  that  you  are  doing  it,  and,  having  learned  what  the 
trick  feels  like,  you  may  (again  by  the^grace  of  God)  be  enabled 
to  go  on." 

It  is  not  necessary,  however,  to  trust  to  the  ''  grace  of 
God"  or  the  feeling  of  "don't  care"  in  order  to  secure 
distraction  from  one's  responsible  interests.  A  much  surer, 
safer,  and  effective  practice  is  to  develop  positive  recreational 
interests. 

Develop  many-sided  recreational  interests.  —  If  a  teacher 
works  effectively  eight  hours  a  day  at  his  public-service  teach- 
ing and  in  preparation  for  it,  he  has  done  sufficient  for  his 
country,  and  several  of  the  remaining  hours  should  be  spent 
in  irresponsible,  interesting,  enjoyable  activities  which  will 
replace  in  his  mind  his  responsible  lines  of  thought  and 
allow  these  to  subside  until  they  are  needed  when  teaching 
begins  again.  The  varied  spectator  activities  described  above, 
especially  pleasing  stories  and  the  drama,  and  the  observa- 
tion of  interesting,  attractive  persons  at  play  furnish  some 
of  the  most  effective  and  pleasing  temporary  memories  and 
trains  of  images  to  occupy  one's  mind.  '*  Contemplative 
play "  (a  term  coined  by  Thorndike)  contains  a  happy 
suggestion  of  the  desirable  frame  of  mind  which  results. 

Play  outdoor  games  for  exercise  and  for  complacent  con- 
templation.—  The  best  form  of  recreational  interest,  how- 
ever, for  many  persons  is  some  form  of  outdoor  game  or 


E256      EXERCISES   FOR  METHODS  OF  TEACHING 

sport,  one  which  provides  abundant  fresh  air  with  sufficient 
exercise  to  stimulate  the  circulation,  produces  a  pleasing 
physical  fatigue  conducive  to  sleep,  and  leaves  pleasing 
memories  for  ''  playing  the  game  over  again "  in  one's 
mind,  with  pleasant  anticipations  of  the  next  game. 

The  general  improvement  in  mental  tone  which  results 
from  outdoor  games  is  attractively  presented  by  James  in 
the  following  quotation  : 

"  Consider,  for  example,  the  effects  of  a  well-toned  motor- 
apparatus,  nervous  and  muscular,  on  our  general  personal  self- 
consciousness,  the  sense  of  elasticity  and  efficicficy  that  results. 
They  tell  us  that  in  Norway  the  life  of  the  women  has  lately  been 
entirely  revolutionized  by  the  new  order  of  muscular  feelings  with 
whicli  the  use  of  the  ski,  or  long  snow-shoes,  as  a  sport  for  both 
sexes,  has  made  the  women  acquainted.  Fifteen  years  ago  the 
Norwegian  women  were  even  more  than  the  women  of  other 
lands  votaries  of  the  old-fashioned  ideal  of  femininity,  '  the  domes- 
tic angel,'  the  '  gentle  and  refining  influence '  sort  of  thing.  Now 
these  sedentary  fireside  tabby-cats  of  Norway  have  been  trained, 
they  say,  by  the  snow-shoes  into  lithe  and  audacious  creatures,  for 
whom  no  night  is  too  dark  or  height  too  giddy,  and  who  are  not 
only  saying  good-bye  to  the  traditional  feminine  pallor  and  deli- 
cacy of  constitution,  but  actually  taking  the  lead  in  every  educa- 
tional and  social  reform.  I  cannot  but  think  that  the  tennis  [and 
golfing]  and  tramping  and  skating  habits  which  are  so  rapidly 
extending  among  our  dear  sisters  and  daughters  in  this  country 
are  going  also  to  lead  to  a  sounder  and  heartier  moral  tone,  which 
will  send  its  tonic  breath  through  all  our  American  life." 

Time.  Dont  say  yoit  haveiit  time.  —  Finally,  do  not 
say  you  lack  the  time  for  recreation,  for  many  of  the  greatest 
of  men  have  followed  definite  recreational  programs  to  keep 
themselves  fit  for  service.  A  most  notable  recent  example 
is  the  way  in  which  President  Wilson  spent  part  of  his  day 
during  the  war.  In  the  morning,  before  office  hours,  he 
motored  with  his  wife  to  the  links  and  played  golf  for  about 


THE  LAST  WORD  E257 

two  hours.  In  the  evening  he  commonly  spent  the  hours  in 
pleasant  pastimes  with  family  or  friends,  in  reading  fasci- 
nating fiction,  particularly  detective  stories,  or  in  attending 
the  theater.  Is  your  time  so  much  more  valuable  than  that 
of  President  Wilson  that  you  cannot  afford  a  few  hours  a 
day  to  keep  yourself  fit  for  years  of  efficient  service  ? 

Warning.  —  Remember  now  thy  healthy  in  the  days  of  thy 
youth,  lest,  the  evil  days  come  as  the  years  roll  by^  and 
thou  shall  say  thou  hast  no  pleasure  in  them. 


INDEX 


The  following  references  pertain  only  to  the  material  in  the  "  Exercises."   For  the 
index  to  the  textbook  proper,  see  page  523  of  the  latter. 


Abstractions,  E97-E114 
Advertising,  E145,  E147 
Age,  EI 7 5 
Aims,  E17-E22 
Algebra,  e8o,  E98,  E191 
Allen,  I.  M.,  E210 
Apperception,  E158,  E164-E174 
Argumentation,  E143 
Art,  E120-E123 
Artistic  teaching,  E188 
Assigning  exercises,  E14 
Assignments,  E180,  E209 
Association,  E63-E70,  E74-E81 
Athletics,  EI18 
Attention,  E179 
Audience,  E145,  E149 

Batavia  scheme,  E196 
Blackboard  outline,  E27,  E53 
Books,  E216-E228 
Botany,  E44 
Business  management,  E28 

Cards  for  drill,  E77 

Cartoons,  E186 

Chemistry,  E44 

Cheyney,  E.  P.,  E167 

Civics,  E43 

Classics,  EI 30 

Clubs,  EI  18 

Coherence,  E52 

Collecting,  E182 

Composition,  E142-E155 

Condensing  course,  E198 

Conversational  method,  E229-E231 

Cooperation  in  English,  Ei  52 

Correcting,  E149 

Curiosity,  E182 

Dancing,  E118 
Dates,  E46 
Definitions,  E99,  E165 


Democratic  ideals,  E17,  E28 

Dewey,  J.,  E87 

Direct  methods,  E63-E70 

Discipline,  E32 

Dominance  by  teacher,  E164 

Drama,  E119 

Drill,  E74-E81 

Ears,  moving,  E56 

Economy  of  time,  E5,  E28-E33 

Efficiency,  E19 

Emotional  tone,  E174 

Emulation,  E182 

Engleman,  J.  O.,  E136 

English,  E38,  E120-E139,  E142-E155 

Enjoyment,  E19,  EI17-E139 

Equipment,  E30 

Examination,  final,  E232-E234 

Examinations,  E245-E250 

Exercises,  eioo 

Expression,  E142-E155 

Fiction,  E124,  E128,  E138 
Final  examination,  E232-E234 
First-day  teaching,  E28 
Follow-up  letter,  E201 
Foreign  language,  E63-E70,  E79, 

E175,  E184 
French,  E57,  e68,  E76.   See  Foreign 

language  and  Phonetics 

Galton,  F.,  E90 
General  ideas,  E97-EI14 
General  science,  E37,  E49,  E50,  eioi 
Geography,  E166 
Geometry,  E44,  E49,  E88-E89,  E91 
German,  E28.   See  also  Foreign  lan- 
guage, Phonetics 
"Goldfinch,  The,"  e  172 
Golf,  EI  22 

Gouin  series,  E66-E69 
Grading,  E195 


E259 


E26o      EXERCISES  FOR  METHODS  OF  TEACHING 


Graphing,  E91,  E191 
Grammar,  E46,  E99,  E103 

Habits,  E2I 

Health,  E22,  E253-E257 

Herbartian  steps,  E244 

History,  E37,  E42-E44,  E46,  E48,  E49, 

E84,  E87,  EI  59,  EI 66,  E219-E221 
Hohenzollerns,  E251 
Home  study,  E158,  E203 
Hosic,  J.  F.,  EI 51,  E2o6 
Humor,  E4,  E183 

Ideals,  E2I 

Individual  differences,  E4,  E40,  E99, 

EI 28,  E190-E197,  E224 
Information,  E22 
Information  blank,  E9 
Instincts,  E176,  E177-E187 
Interest,    E3,  E21,  E48,  E73,  E123, 

E177-E187 
"  I  Shall  Try  "  paper,  E199 

James,  WilHam,  E254 
Jefferson,  Thomas,  E17 
Jesuits,  E32 

Kepler,  e86 

"  Lady  of  the  Lake,"  lessons  on,  ei  63 

Laboratory,  E221,  E235-E240 

Lally,  Eleanor,  E103 

"Last  Word,  The,"  E251 

Leadership,  E17 

Lesson  planning,  EI15,  E243-E244 

Lessons,  reports  of,  on  vocal  train- 
ing, E59-E62  ;  in  problem-solving 
in  a  social  science,  E93-E96 ;  on 
"work,"  E101-E103;  on  parti- 
ciples, EI03-EI14;  on"Marmion," 
E130-E136;  on  Minos,  E159- 
E161  ;  on  "  Lady  of  the  Lake," 
E163;  in  supervised  study,  E210- 
E214;  on  socialism,  E219-E221; 
on  library,  E226-E228;  on  mu- 
sical scales,  E238-E240 

Lewis,  W,  D.,  E151,  E206 

Liberal  education,  E18 

Library,  E226-E228 

Literary  Digest,  EI17,  E125 

Literature,  E120-E139,  E163 

Logic,  EI 28 

Lyman,  R.  L.,  E152 


Magazines,  E137 

"  Marmion,"  lesson  on,  E130-E136 
Mathematics,    E30,   E37,    E49,   e8o, 
EI  66.  See  also  Algebra,  Geometry 
McAndrews,  W.,  E17 
McConnel,  J.  M.,  E93 
Measuring  results,  E245-E250 
Miller,  E.  L.,  E151 
Minos,  lessons  on,  E159 
Morality,  E19 
Motor  control,  E56-E62 
Music,  EI  18 

Napoleon,  E168-E171 
Normal  distribution,  E195 
Notebooks,  E31 

Observation,    E34-E35,     E63,    E82, 

E141 
Opinion   versus   science,    EII-E13; 

See  also  Scientific  method 
Oral  reports,  E222-E226 
Organizing  material,  E90 
Outlining,  E25 
Outline  of  course,  E156 

Participles,  lessons  on,  E103-EI14 
Periodicals,  E71,  E126,  E137,  E225, 

E228,  E240 
Personality,  E181 
Phonetics,  E58,  E78 
Physical  fitness,  E253 
Physics,  Eioi,  E235 
Piano,  E75 
Pictures,  E169,  E184 
Planning  lessons,  E115,  E243-E244 
Poetry,  E122,  E125 
Practice,  E74-E81 
Practice  teaching,  E243-E244 
Preparation,  E169-E173 
Problem-solving,  E82-E96 
Pronunciation,  E57,  E58,  E78 
Public  speaking,  e6o 
Pupil  activity,  E162 
Purposes,  E17-E22 

Questioning,  E241-E242 

Reading,  E123-E139,  E216;  rates  of, 

E192-E195 
Ready-made  material,  E65,  E92 
Reasoning,  E82-EI 14,  E176 
Reayig,  E206 


INDEX 


E26l 


Recitations,  ei8o.    See  also  Books, 

Textbooks 
Recreation,  E117,  E254 
Reflective  thinking,  E82-EI14 
Relative  values,  E45-E48 
Reports,  oral,  E222-E226 
Reviews,  E26 
Roll  call,  E29 
Rough  drafts,  E148 

Sample  lessons.   See  Lessons 

Seating,  E29 

Self-activity,  E5,  E73,  E158-E164 

Science,  E44,  E49,  E50.  See  also 
Botany,  Chemistry,  Physics,  Lab- 
oratory 

Science  versus  opinion,  Ei  1-E13 

Scientific  method,  E11-E13,  E59,E74, 
E92,  EI 46,  E190,  E236 

Series,  Gouin,  e66 

Service,  E251 

Sex  hygiene,  E47 

Shepard,  O.,  E172 

Singing,  E58-E60 

Social  needs,  E41 

Social  sciences,  E83,  E92-E96 

Socialism,  E219-E221 

Specialization,  E252 


Spencer,  H.,  E45 

Statistics,  E190 

Stenographic  reports  of  lessons.  See 

Lessons 
Study,  EI 5,  EI 58,  E203-E215 
Subject  matter,  E40-E51,  E180 
Success,  teacher's,  eig 
Suggestion,  e88 
Supervised  study,  E203-E215 
Supplementary  reading,  E221 
System,  e6 

Tact,  E32 

Taj  Mahal,  E173 

Taylor,  B.  L.,  E120-E121 

Tests,  E23-E25,  E245-E250 

Textbooks,  E36-E39,  E217-E221 

Transition  in  course,  E156 

Types  of  learning,  E55 

Verification,  E90,  E237 
Vocal  training,  E58-E62 
Vocational  interests,  E178 
Vocational  training,  E18 

Wilkins,  T.  R.,  E238 
Women's  clubs,  E222 
"Work,"  lesson  on,  eioi 


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